School Vouchers and Students with Disabilities: A Systematic Literature Review

• In Event: Students with Disabilities in School Voucher Programs

Abstract

Objectives or purpose
The purpose of this presentation is to present a systematic literature review that examines empirical research on students with disabilities in voucher school programs.

Perspective(s) or theoretical framework
We draw from an inclusive education framework based on three aspects of inclusive education: Access, participation/experiences, and outcomes (Ainscow et al., 2006). Access involves removing barriers that prevent students with disabilities from using school voucher programs. Participation/experiences highlight students’ active engagement and lived experiences in both learning and school life while using voucher programs. Outcomes refer to academic, social, and other forms of outcomes that students with disabilities achieve due to participating in school voucher programs (Ainscow, 2005).

Methods and data sources
We conducted a systematic literature review following the PRISMA guidance to report (Page et al, 2020). The stages of the research process included (a) identification of data bases and key words, (b) creating with a librarian a search string for databases, (c) searching the grey literature according, (d) Initial search and identification of articles and delete duplicate records, (e) applying eligibility criteria and identify articles (f) Checking keywords from selected articles to ensure that our search string covers them and search with relevant keywords that the original search has missed, (g) (h) Create a list of articles that meet the criteria and send it to experts to see if you are missing any articles, and (j) extracting key information from qualifying articles and conducting a descriptive and tematic analayis.

Results
The review resulted in 40 qualifying studies, ranging from 1989-2004. We found the large majority (n=26) in the grey literature, 10 in peer-reviewed journals, and 4 in dissertations. Fifteen studies focused on students with disabilities, and 25 had a tangential attention to this group of students. The large majority of the research has focused on issues of access of students with disabilities to voucher programs, such as the extent to which parents of students with disabilities use these programs. The bulk of the empirical research employed quantitative designs (29), while seven employed mixed-methods and only four employed qualitative designs. We conclude that empirical research on students with disabilities is scarce, and quality of methods varies greatly. We identify areas where future research is needed.

Scientific or scholarly significance
This systematic literature review on students with disabilities in voucher programs is scientifically significant due to the complex, contested nature of these policies. While voucher proponents claim they expand educational opportunity and flexibility for SWDs, critics highlight serious risks, including loss of IDEA protections, inadequate services, and increased segregation. The variation in state-level implementation—regarding eligibility, oversight, and accountability—compounds the challenge of assessing equity and effectiveness. As voucher programs grow nationwide, a systematic review can synthesize fragmented research, clarify outcomes for SWDs, and inform policy debates on inclusion, rights, and resource distribution in both public and private educational settings.

Authors

• Federico R. Waitoller, University of Illinois at Chicago

• Charisse A. Gulosino, University of Memphis