Estimating the Relationship between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence from Wisconsin's Longitudinal Data

MLA

Curran, F.Chris, et al. “Estimating the Relationship between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence from Wisconsin’s Longitudinal Data.” Education and Urban Society, vol. 53, no. 1, Jan. 2021, pp. 83–112. EBSCOhost, https://doi.org/10.1177/0013124520925053.

APA

Curran, F. C., Bal, A., Goff, P., & Mitchell, N. (2021). Estimating the Relationship between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence from Wisconsin’s Longitudinal Data. Education and Urban Society, 53(1), 83–112. https://doi.org/10.1177/0013124520925053

Chicago

Curran, F. Chris, Aydin Bal, Peter Goff, and Nicholas Mitchell. 2021. “Estimating the Relationship between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence from Wisconsin’s Longitudinal Data.” Education and Urban Society 53 (1): 83–112. doi:10.1177/0013124520925053.