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ERIC Number: EJ1044159
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0741-9325
Does Minority Status Increase the Effect of Disability Status on Elementary Schoolchildren's Academic Achievement?
Wu, Qiong; Morgan, Paul L.; Farkas, George
Remedial and Special Education, v35 n6 p366-377 Nov-Dec 2014
We investigated whether children's reading and mathematics growth trajectories from kindergarten to fifth grade inter-related, and to what extent disability and minority status interacted to predict their achievement trajectories. We conducted secondary data analysis based on a nationally representative sample of 6,446 U.S. schoolchildren from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Results indicated that children's reading and mathematics achievement were highly correlated in both initial status and growth. Being disabled or a racial/ethnic minority independently predicted lower academic achievement. However, and contrary to what might be expected from prior research on minority children's special education experiences, disability status was associated with similar academic disadvantages for minority and White students from kindergarten to fifth grade. Growth mixture models identified a group of children with lower and lagging achievement in both reading and mathematics from kindergarten until fifth grade.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A