<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Setren, Elizabeth</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Targeted vs. General Education Investments</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2021-10-02 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">1073-1112</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.56.4.0219-10040R2</style></doi><volume><style face="normal" font="default" size="100%">56</style></volume><issue><style face="normal" font="default" size="100%">4</style></issue><abstract><style  face="normal" font="default" size="100%">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.</style></abstract></record></records></xml>