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In 1994 a comprehensive reform of upper secondary education was introduced in Norway, giving all 16-year-olds-including SEN students-a statutory right to enter upper secondary. In a longitudinal study following a representative group of SEN students through upper secondary from 1994 until 1999, the main findings were: (1) SEN students in special classes appear to achieve a lower level of success-measured by achievement of formal competence-than SEN students in ordinary classes, all other things being equal; and (2) an increase in the amount of special education for SEN students in ordinary classes appears to have a negative effect on the achievement of formal competence, all other things being equal. Following these findings, it may be concluded that special education in Norwegian upper secondary does not seem to fulfil its own ambition of reducing differences. Upper secondary education in Norway: 'Reform 94'In August 1994, a total 49,399 16-year-olds throughout Norway had obtained a statutory right to enter upper secondary education. Between 8% and 10% of them, i.e. 4000-5000 students, received special education. During a five-year period, from February 1994 until June 1999, a longitudinal research project followed a sample of 777 of these students with special education, as well as 463 'ordinary' students 1 throughout their time in upper secondary education. 2 Among the 777 students with special education, 285 attended special classes with a reduced number of students and 492 attended ordinary classes. The sample was made with help from the class teachers; they reported to the research project students in their classes who received special education.I thus chose a sample limited by practice rather than a formal limitation (for example by selecting only those who were given special education as a result of the special intake selection). I followed these 1240 youths in two ways. For each of the first three years they answered a questionnaire. In addition, I was given admission to their personal records at the county's school admission office, and was therefore able to trace their progress through upper secondary education both with the subjects taken and socially, and also to become acquainted with their background and views on upper secondary education.Of a sample of 1313 students with special education, 60% (777 students) replied to the first questionnaire and were thus willing to take part in the study. Such a low level of response necessitates analyses of skewness. A comparative analysis of the net sample of 60% with those 40% not wishing to participate did not reveal any systematic distortion with such variables as primary school grade, gender, class type (ordinary or special), application basis or course of study. The registered data are complete for all the 1240 who participated in the survey.The upper secondary education these students entered was that of a 'new' school, because of the many changes and revisions of upper secondary education introduced by 'Reform 94'-a comprehensive reform of upper secon...

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