The US National Center on Educational Statistics, a part of the Institute for Education Sciences, issued a report about special education. In the report, billed as an “issue brief” and published in March of 2007, Emily W. Holt, Daniel J. McGrath, and William L. Herring describe the results of a study based on the cohort of children who started kindergarten in 1998 and followed in the Early Childhood Longitudinal Studies (ECLS-K). It’s worth reading, in part because it pops a common myth about special education.
Continue reading ‘Popped myth’
Popped myth
The US National Center on Educational Statistics, a part of the Institute for Education Sciences, issued a report about special education. In the report, billed as an “issue brief” and published in March of 2007, Emily W. Holt, Daniel J. McGrath, and William L. Herring describe the results of a study based on the cohort of children who started kindergarten in 1998 and followed in the Early Childhood Longitudinal Studies (ECLS-K). It’s worth reading, in part because it pops a common myth about special education.
Continue reading ‘Popped myth’