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Early School Transitions and the Social Behavior of Children with Disabilities:

NCSER 2009-3016
January 2009

Table B. Percentage of young children who received preschool special education services and the number of supports used by their kindergarten teachers during the transition to kindergarten, by district factors

  0 or 1
support
2 or 3
supports
4 or 5
supports
6 or more
supports
Total 7.3 21.6 22.7 48.4
District size*        
Very large 10.5 49.3 20.6 39.7
Large 10.5 24.2 20.1 45.2
Medium 4.3 18.4 19.7 57.6
Small 5.4 16.9 28.8 49.0
Metropolitan status*        
Urban 10.8 26.2 18.8 44.1
Suburban 6.7 20.7 22.5 50.2
Rural 3.9 17.1 28.4 50.6
District wealth*        
High 4.5 16.9 26.4 52.2
Medium 4 16.8 21.7 57.4
Low 8.6 25.4 19.8 46.3
Very low 14.8 30.4 22.4 32.4
*The result of the chi-square analysis was significant at the p < .05 level.
SOURCE: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), "Kindergarten Teacher Questionnaire," previously unpublished tabulation (February 2007).