Examining Longitudinal Patterns of Special Education Service Receipt

Abstract

It is important to understand how longitudinal patterns of special education placement differ from cross-sectional incidence estimates in order to improve measurement precision and better target assistance to students with disabilities. This study used latent class growth analysis in a national-level data set to classify four trajectories of special education service receipt from kindergarten to eighth grade (Never, Persistent, Delayed, and Discontinued) and to predict which kindergarteners follow these trajectories of service receipt ( N = 3,970). This study is among the first to identify which kindergarteners with disabilities may experience persistent special education services, which may exit special education, and what patterns of sociodemographic, achievement, and behavior covariates distinguish these groups. Results both align with prior work and offer a fresh perspective for researchers and policymakers as to how placement changes across schooling and for whom.