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Trends in Special Education Identification During the COVID-19 Pandemic: Evidence from Michigan

Author

Listed:
  • Bryant G. Hopkins
  • Katharine O. Strunk
  • Scott A. Imberman
  • Adrea J. Truckenmiller
  • Matthew Guzman
  • Marisa H. Fisher

Abstract

We use data from Michigan and an interrupted time series (ITS) strategy to show how the COVID-19 pandemic impacted new special education classifications and discontinuations. We find a substantial decrease in K-5 classifications and discontinuations during the 2019-20 and 2020-21 school years. Classifications fell by 19 and 12 percent in these years, respectively, with smaller but still significant reductions in discontinuations. Districts with remote schooling and Black, Asian, and economically disadvantaged students saw larger decreases in classifications. While rates returned to trend in 2021-22, there was little “catch up” beyond that to make up for these delays, suggesting that as of that year many students had not yet gained access to services for which they may be eligible.

Suggested Citation

  • Bryant G. Hopkins & Katharine O. Strunk & Scott A. Imberman & Adrea J. Truckenmiller & Matthew Guzman & Marisa H. Fisher, 2023. "Trends in Special Education Identification During the COVID-19 Pandemic: Evidence from Michigan," NBER Working Papers 31261, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:31261
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    References listed on IDEAS

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    1. Briana Ballis & Katelyn Heath, 2021. "The Long-Run Impacts of Special Education," American Economic Journal: Economic Policy, American Economic Association, vol. 13(4), pages 72-111, November.
    2. Musaddiq, Tareena & Stange, Kevin & Bacher-Hicks, Andrew & Goodman, Joshua, 2022. "The Pandemic’s effect on demand for public schools, homeschooling, and private schools," Journal of Public Economics, Elsevier, vol. 212(C).
    3. Dan Goldhaber & Thomas J. Kane & Andrew McEachin & Emily Morton & Tyler Patterson & Douglas O. Staiger, 2022. "The Consequences of Remote and Hybrid Instruction During the Pandemic," NBER Working Papers 30010, National Bureau of Economic Research, Inc.
    4. Ford, Timothy G. & Kwon, Kyong-Ah & Tsotsoros, Jessica D., 2021. "Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities," Children and Youth Services Review, Elsevier, vol. 131(C).
    Full references (including those not matched with items on IDEAS)

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    More about this item

    JEL classification:

    • I10 - Health, Education, and Welfare - - Health - - - General
    • I20 - Health, Education, and Welfare - - Education - - - General

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