Trends in Special Education Identification during the COVID-19 Pandemic: Evidence from Michigan
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| Title: | Trends in Special Education Identification during the COVID-19 Pandemic: Evidence from Michigan |
|---|---|
| Language: | English |
| Authors: | Bryant G. Hopkins, Matthew Guzman, Scott A. Imberman (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2025 47(4):1179-1201. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B200009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Elementary Secondary Education |
| Descriptors: | COVID-19, Pandemics, Special Education, Disability Identification, Classification, Distance Education, Racial Differences, Socioeconomic Status, Low Income Students, Minority Group Students, Students with Disabilities, Elementary School Students, Middle School Students, Elementary Secondary Education |
| Geographic Terms: | Michigan |
| DOI: | 10.3102/01623737241274799 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | We use data from Michigan and an interrupted time series strategy to show how the COVID-19 pandemic impacted special education identifications and discontinuations. We find a substantial decrease in K-5 identifications and discontinuations during the 2019 to 2020 and 2020 to 2021 school years. Identifications fell by 19% and 12% in the first two pandemic years, with smaller but still significant reductions in discontinuations. Districts with remote schooling and Black, Asian, and economically disadvantaged students saw larger decreases in identifications. By 2021 to 2022 rates returned to trend and continued to grow in 2022 to 2023, albeit at a similar rate to pre-pandemic. This suggests some "catch-up" accounting for delayed or missed identifications but likely not enough at this point to overcome the pandemic induced deficit. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1489918 |
| Database: | ERIC |
| Abstract: | We use data from Michigan and an interrupted time series strategy to show how the COVID-19 pandemic impacted special education identifications and discontinuations. We find a substantial decrease in K-5 identifications and discontinuations during the 2019 to 2020 and 2020 to 2021 school years. Identifications fell by 19% and 12% in the first two pandemic years, with smaller but still significant reductions in discontinuations. Districts with remote schooling and Black, Asian, and economically disadvantaged students saw larger decreases in identifications. By 2021 to 2022 rates returned to trend and continued to grow in 2022 to 2023, albeit at a similar rate to pre-pandemic. This suggests some "catch-up" accounting for delayed or missed identifications but likely not enough at this point to overcome the pandemic induced deficit. |
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| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241274799 |
