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¶

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

Subclaims¶

q2 i? PreK inclusion in small districts was greater in multidistrict SELPAs without a large district (68 versus 49 percent). → Doutre 2021 q2 i? K–12 inclusion in small districts was lower in multidistrict SELPAs without a large district (68 versus 80 percent). → 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

District-level descriptive comparison of 371 small districts in SELPAs without a large district versus 76 in SELPAs with one; table 4 reports preK regular early childhood program inclusion of "68 (45–85)" versus "49 (46 –55)" percent with a printed difference statistic of 1.40, marked as meaningful.

"Preschool – percent received services in a regular early childhood program 49 (46 –55) 68 (45–85) 1.40*"

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 · r2

Same district-level comparison; table 4 reports K–12 80-percent-or-more inclusion of "80 (13–100)" versus "68 (0–100)" percent with a printed difference statistic of 0.67, a meaningful difference in the opposite direction from preK. No other meaningful differences were found for small districts.

"K–12 – percent of students who spend 80 percent or more of the school day in a general education setting 80 (13–100) 68 (0–100) 0.67*"

Discussion¶

Related Claims¶

• No meaningful differences in characteristics, inclusion, or academic outcomes among midsized districts in SELPAs with versus without a large district — 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
• No meaningful differences in academic outcomes (graduation, dropout, ELA/math/alternative assessment proficiency) exist between single- and multidistrict SELPAs or between SELPA compositions — 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
• A state funding report's research review, citing earlier studies, states that inclusive preschool special education benefits students with and without disabilities and that effective early education reduces later special education identification — related