NotesFAQContact Us
Search Tips
ERIC Number: ED560743
Record Type: Non-Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
Reference Count: 13
Mathematics Achievement Gaps for Elementary and Secondary Students: The Influence of Opportunity to Learn and Special Education Status. Research Brief 14
Elliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Stevens, Joseph; Yel, Nedim
National Center on Assessment and Accountability for Special Education
We examined the relationship among key instructional process variables and the achievement of students with and without disabilities as measured by both interim and end-of-year summative assessments. Examination of the instructional process data indicated that students with and without disabilities receiving mathematics instruction in the same classrooms had virtually equal opportunities to learn (OTL), yet there were significant differences in these two groups of students' mathematics achievement on both interim and summative tests. Subsequent regression analyses indicated that the collection of five OTL scores, along with Grade Level and Special Education status, accounted for 44% of the variance in student's end-of-year mathematics scores. Discussion of these results focuses on equality and equity of opportunity to learn and the role these processes may play in interim and endof-year achievement gaps between students with and without disabilities.
National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center on Assessment and Accountability for Special Education (NCAASE)
Identifiers - Location: Arizona; Oregon
IES Funded: Yes
Grant or Contract Numbers: R32C110004