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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 0000-0002-3136-0688), Adrea J. Truckenmiller (ORCID 0000-0002-6101-6175), Katharine O. Strunk, Marisa H. Fisher (ORCID 0000-0003-4938-4773)
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
FullText Text:
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  Data: Trends in Special Education Identification during the COVID-19 Pandemic: Evidence from Michigan
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  Data: <searchLink fieldCode="AR" term="%22Bryant+G%2E+Hopkins%22">Bryant G. Hopkins</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+Guzman%22">Matthew Guzman</searchLink><br /><searchLink fieldCode="AR" term="%22Scott+A%2E+Imberman%22">Scott A. Imberman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3136-0688">0000-0002-3136-0688</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adrea+J%2E+Truckenmiller%22">Adrea J. Truckenmiller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6101-6175">0000-0002-6101-6175</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharine+O%2E+Strunk%22">Katharine O. Strunk</searchLink><br /><searchLink fieldCode="AR" term="%22Marisa+H%2E+Fisher%22">Marisa H. Fisher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4938-4773">0000-0003-4938-4773</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2025 47(4):1179-1201.
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  Group: Avail
  Data: 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
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  Label: Peer Reviewed
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  Data: Y
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  Data: 23
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: R305B200009
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Group: ID
  Data: 10.3102/01623737241274799
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: Yes
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1489918
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        Value: 10.3102/01623737241274799
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1179
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Classification
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      – SubjectFull: Distance Education
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Low Income Students
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Michigan
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              Y: 2025
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