The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting...

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Bibliographic Details
Published in:Educational evaluation and policy analysis 2021-03, Vol.43 (1), p.32-59
Main Author: Anderson, Kaitlin P.
Format: Article
Language:English
Subjects:
Absenteeism
At Risk Students
Attendance
Behavior Problems
Correlation
Discipline
Educational Environment
Educational Legislation
Equal Education
Ethnicity
Expulsion
Federal Legislation
Inclusion
Inclusive education
Mainstreaming
Peers
Racial Differences
Special Education
Student Behavior
Student Characteristics
Student expulsion
Student Needs
Students
Students with Disabilities
Suspension
Symptoms (Individual Disorders)
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Summary:Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.
ISSN:0162-3737
1935-1062
DOI:10.3102/0162373720968558