Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis

The purpose of this study was to examine the average treatment effect of preschool special education services on children's kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study—Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children's kindergarten skills in both reading (d = − 0.21) and mathematics (d = − 0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities.