No meaningful differences in academic outcomes (graduation, dropout, ELA/math/alternative assessment proficiency) exist between single- and multidistrict SELPAs or between SELPA compositions¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Single-district and multidistrict SELPAs showed no meaningful differences in proficiency, graduation, or dropout rates for students receiving special education services. → Doutre 2021 q2 i? Multidistrict SELPAs with and without a large district showed no meaningful differences in any academic outcomes examined. → Doutre 2021 (2)

Evidence¶

Doutre 2021¶

Doutre, S. M., Barrett, T., & Rice, J. (2021). California's Special Education Local Plan Areas: Funding patterns, inclusion rates, and student outcomes. Regional Educational Laboratory West at WestEd. https://ies.ed.gov/ncee/edlabs

q2 · i? · associational · r2

Descriptive analysis of 2016/17 California statewide data for 125 SELPAs (42 single-district, 83 multidistrict), comparing means with Cohen's d or h against a 0.50 SD meaningfulness threshold; no outcome difference reached it, so no impact is coded.

"there were no meaningful differences between single - and multidistrict SELPAs in the proportion of students receiving special education services who were proficient in English language arts or math or on the alternative assessment or in terms of graduation or dropout rates."

Doutre 2021 (2)¶

Doutre, S. M., Barrett, T., & Rice, J. (2021). California's Special Education Local Plan Areas: Funding patterns, inclusion rates, and student outcomes. Regional Educational Laboratory West at WestEd. https://ies.ed.gov/ncee/edlabs

q2 · i? · associational · r1

Descriptive comparison of 24 multidistrict SELPAs with at least one large district versus 59 without, using enrollment-weighted SELPA averages; table 3 outcome differences (e.g., ELA proficiency -0.02, graduation 0.10) fell below the 0.50 SD threshold, so no impact is coded.

"There were no meaningful differences between multidistrict SELPAs with or without large districts for any of the other outcomes examined (see table 3)."

Discussion¶

Related Claims¶

• No meaningful differences in characteristics, inclusion, or academic outcomes among midsized districts in SELPAs with versus without a large district — related
• Among small districts in multidistrict SELPAs, membership in a SELPA without a large district was associated with higher preK inclusion but lower K–12 inclusion — related
• Multidistrict SELPAs without a large district received higher per pupil special education funding and had higher preK and K–12 inclusion rates than those with a large district — related
• Single-district SELPAs had meaningfully lower inclusion rates, with a higher proportion of students with disabilities in general education less than 40 percent of the school day — related