Vouchers and Private School Entry: Evidence from Chile
Emily Mann

About the research


NAEd/Spencer Postdoctoral Fellowship

Award Year



Harvard University

Primary Discipline

Human Development
The purpose of this research is to evaluate the effects of early remedial and special education services on academic achievement and social development using data from the first three phases of the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD). Children placed in remedial services and special education early in elementary school (K-2) will be studied to determine if placement in remedial services or special education influences their social and academic trajectories through elementary school (grade 5) and serves as a natural intervention. Specifically, comparisons on child outcomes will be evaluated between children who receive low levels of educational remediation (i.e. reading assistance, tutoring), high levels of special education (i.e. full or part time resource room), and children who receive no special educational services. The purpose of the present research is twofold. First, I will examine whether social and academic outcomes vary for children with different initial identification criteria (i.e. between children placed in high or low levels of special educational services). Second, I will explore whether and how this relation is influenced by other child, family, and school factors over time.
About Emily Mann

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