RT Journal Article SR Electronic T1 Targeted vs. General Education Investments: Evidence from Special Education and English Language Learners in Boston Charter Schools JF Journal of Human Resources JO J Hum Resour FD University of Wisconsin Press SP 0219-10040R2 DO 10.3368/jhr.56.4.0219-10040R2 A1 Setren, Elizabeth YR 2019 UL http://jhr.uwpress.org/content/early/2019/11/07/jhr.56.4.0219-10040R2.abstract AB 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 school doubles the likelihood that students lose their special education or English Language Learner status, but exposes students to a high-performing general education program that includes high intensity tutoring, data driven instruction, and increased instructional time. The positive effects extend to college: charters nearly double the likelihood that English Language Learners enroll in four-year colleges and quadruple the likelihood that special education students graduate from two-year college. A multiple instrument strategy suggests that high quality general education practices drive the gains and finds no detrimental effect from lower classification rates. Findings highlight the potential for school quality investments to improve special education and ELL student outcomes.