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Research ArticleArticles

Targeted vs. General Education Investments

Evidence from Special Education and English Language Learners in Boston Charter Schools

Elizabeth Setren
Journal of Human Resources, October 2021, 56 (4) 1073-1112; DOI: https://doi.org/10.3368/jhr.56.4.0219-10040R2
Elizabeth Setren
Elizabeth Setren is Tufts University, Department of Economics, Medford, MA 02155 ()
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Abstract

Using novel variation in special education and English language learner classification from admissions lotteries, I find that students can achieve large academic gains without specialized services. Enrolling in a Boston charter doubles the likelihood that students lose their special education or English language learner status, but exposes students to a high-performing general education program. Effects extend to college—charters nearly double the likelihood that English language learners enroll in four-year colleges and quadruple two-year college graduation rates for special education students. Results suggest that high-quality general education practices drive the gains and find no detrimental effect from reduced classification.

JEL Classification:
  • I20
  • I21
  • I24
  • Received February 2019.
  • Accepted September 2019.
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Journal of Human Resources: 56 (4)
Journal of Human Resources
Vol. 56, Issue 4
2 Oct 2021
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Targeted vs. General Education Investments
Elizabeth Setren
Journal of Human Resources Oct 2021, 56 (4) 1073-1112; DOI: 10.3368/jhr.56.4.0219-10040R2

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Targeted vs. General Education Investments
Elizabeth Setren
Journal of Human Resources Oct 2021, 56 (4) 1073-1112; DOI: 10.3368/jhr.56.4.0219-10040R2
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    • Abstract
    • I. Introduction
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    • V. Mechanisms
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Keywords

  • I20
  • I21
  • I24
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