Using novel variation in special education and English Language Learner classification from admissions lotteries, I find that students can achieve large academic gains without specialized services. Enrolling in a Boston charter school doubles the likelihood that students lose their special education or English Language Learner status, but exposes students to a high-performing general education program that includes high intensity tutoring, data driven instruction, and increased instructional time. The positive effects extend to college: charters nearly double the likelihood that English Language Learners enroll in four-year colleges and quadruple the likelihood that special education students graduate from two-year college. A multiple instrument strategy suggests that high quality general education practices drive the gains and finds no detrimental effect from lower classification rates. *Tufts University, Department of Economics, Medford, MA 02155, elizabeth.setren@tufts.edu. I am grateful to Joshua Angrist, Parag Pathak, and Amy Finkelstein for their guidance and support. I also thank David Autor, Barbara Biasi, Sandra Black, Sydnee Caldwell, Sarah Cohodes, Sarah Cordes, Tom Downes, Esther Duflo, Susan Dynarski, Mayara Felix, Nora Gordon, Peter Hull, Scott Imberman, Magne Mogstad, Natalie Obergruber, Ben Olken, and Christopher Walters for helpful comments and seminar participants at Harvard Graduate School of Education, NBER Education Fall 2017, MIT, Teachers College Columbia University, the Boston Fed, AEFP 2016, APPAM 2016, ASSA 2019 and the Evidence Based Economics Summer Meeting 2016. Special thanks go to Carrie Conaway, Cliff Chuang, Eleanor Rounds-Bloom, and the staff of the Massachusetts Department of Elementary and Secondary Education for data, suggestions, and assistance. Thanks also to Annice Correia and Eryn Heying for administrative support and Anthony Yu, Alex Jucta, Xialing Zhang, Veronica Salazar, and Hazal Can for assistance preparing the lottery records. This work was supported by a National Science Foundation Graduate Research Fellowship.

中文翻译：

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针对性教育与普通教育投资：来自波士顿特许学校特殊教育和英语语言学习者的证据

利用特殊教育和来自招生彩票的英语学习者分类的新变化，我发现学生可以在没有专业服务的情况下取得巨大的学业进步。入读波士顿特许学校会使学生失去特殊教育或英语语言学习者身份的可能性增加一倍，但会让学生接触到包括高强度辅导、数据驱动教学和增加教学时间在内的高性能通识教育计划。积极影响扩展到大学：特许状使英语语言学习者进入四年制大学的可能性几乎翻了一番，而特殊教育学生从两年制大学毕业的可能性增加了四倍。多工具策略表明，高质量的通识教育实践推动了收益，并且发现较低的分类率没有不利影响。*塔夫茨大学经济系，梅德福，MA 02155，elizabeth.setren@tufts.edu。感谢 Joshua Angrist、Parag Pathak 和 Amy Finkelstein 的指导和支持。我还要感谢 David Autor、Barbara Biasi、Sandra Black、Sydnee Caldwell、Sarah Cohodes、Sarah Cordes、Tom Downes、Esther Duflo、Susan Dynarski、Mayara Felix、Nora Gordon、Peter Hull、Scott Imberman、Magne Mogstad、Natalie Obergruber、Ben Olken , 和 Christopher Walters 在哈佛教育研究生院、NBER 教育秋季 2017、麻省理工学院、哥伦比亚大学师范学院、波士顿联储、AEFP 2016、APPAM 2016、ASSA 2019 和循证经济学夏季会议 2016。特别感谢 Carrie Conaway、Cliff Chuang、Eleanor Rounds-Bloom 和马萨诸塞州中小学教育部的工作人员提供数据、建议和帮助。还要感谢 Annice Correia 和 Eryn Heying 的行政支持，感谢 Anthony Yu、Alex Jucta、Xialing Zhang、Veronica Salazar 和 Hazal Can 协助准备彩票记录。这项工作得到了国家科学基金会研究生研究奖学金的支持。Alex Jucta、Xialing Zhang、Veronica Salazar 和 Hazal Can 协助准备彩票记录。这项工作得到了国家科学基金会研究生研究奖学金的支持。Alex Jucta、Xialing Zhang、Veronica Salazar 和 Hazal Can 协助准备彩票记录。这项工作得到了国家科学基金会研究生研究奖学金的支持。