The Effect of Full-Day Kindergarten on the Special Education Status of Black Elementary Students

• In Event: Special Education and Cultural Diversity

Abstract

Framed in a perspective of disproportionate minority representation in special education, we examine whether the benefits of full-day kindergarten programming are sufficient to significantly affect rates of special education designation of Black students by the end of third grade. We use nationally representative data from the Early Childhood Longitudinal Study - Kindergarten Class of 1998-99 to address this question. We find that there is no effect of full day kindergarten on special education designation for black third graders.

Authors

• John M. Weathers, Lehigh University

• Sandra S. Meagher, University of Colorado