Timing and Duration of Student Participation in Special Education in the Primary Grades (NCES 2007-043)

This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. In addition to students' gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K).