Forfattere
Ola Krogh Halvorsen, Guido Biele, Henrik Daae Zachrisson & Ragnhild Eek Brandlistuen
Sammendrag
A central aim of educational policies is to ensure equal opportunities for all students. We examine to what extent special education provision varies with socioeconomic status. Using the Norwegian Mother, Father, and Child Cohort Study (MoBa) linked with registry data, we follow children aged 8 (N = 43,282) and 14 (N = 17,482) to examine whether socioeconomic differences in the provision of special education can be accounted for by differences in the need for special education. The analysis applies logistic regression models to estimate adjusted risk ratios based on marginal effects. Results show that students with parents with fewer years of education are more likely to receive special education but that this association diminishes after adjusting for psychiatric diagnoses and school performance. A subgroup analysis of students with ADHD, who have a high propensity for receiving special education, supports these findings.
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