Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

中文翻译：

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评估特殊教育去认同情绪障碍与学业和学校纪律结果之间的关系：来自威斯康星州纵向数据的证据

接受情绪障碍 (ED) 识别的情绪和行为障碍特殊教育计划的学生的学业成绩落后于普通教育和特殊教育的学生。这个问题对于在城市学校就读的青年尤为重要。尽管之前的研究已经调查了被认定为 ED 的学生，但很少有研究调查经历了去身份化的学生在学业或行为结果方面的表现。据我们所知，这是第一项研究美国 ED 去身份化与学生成绩之间的关系。该研究使用纵向的行政数据来估计特殊教育从 ED 中去除身份与学术和学校学科结果之间的关系。具有各种固定效应的回归模型的结果，包括学生固定效应在内，表明去身份化的学生在去身份化后有更高的学业成绩，并且经历校内停学 (ISS) 的可能性更低。校外停学 (OSS) 的结果喜忧参半。结果表明，对于已被个性化教育计划 (IEP) 团队确定为适合去身份化的 ED 学生，适时退出特殊教育服务不太可能在学业上伤害学生，但可能需要额外关注 OSS。结果表明需要更多地关注去标识化。校外停学 (OSS) 的结果喜忧参半。结果表明，对于已被个性化教育计划 (IEP) 团队确定为适合去身份化的 ED 学生，适时退出特殊教育服务不太可能在学业上伤害学生，但可能需要额外关注 OSS。结果表明需要更多地关注去标识化。校外停学 (OSS) 的结果喜忧参半。结果表明，对于已被个性化教育计划 (IEP) 团队确定为适合去身份化的 ED 学生，适时退出特殊教育服务不太可能在学业上伤害学生，但可能需要额外关注 OSS。结果表明需要更多地关注去标识化。