Working Paper: NBER ID: w31261
Authors: 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.
Keywords: COVID-19; special education; identification; discontinuation; Michigan
JEL Codes: I10; I20
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| COVID-19 pandemic (H12) | decrease in new special education classifications for K-5 students (I24) |
| remote schooling (I23) | decrease in new special education classifications for K-5 students (I24) |
| COVID-19 pandemic (H12) | changes in educational practices (I24) |
| decrease in new special education classifications for K-5 students (I24) | little catch-up beyond 2021-22 (Y50) |
| decrease in new special education classifications for K-5 students (I24) | many students not gaining access to eligible services (I24) |