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ERIC Number: EJ1055311
Record Type: Journal
Publication Date: 2015-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0014-4029
Once, Sometimes, or Always in Special Education: Mathematics Growth and Achievement Gaps
Schulte, Ann C.; Stevens, Joseph J.
Exceptional Children, v81 n3 p370-387 Apr 2015
This study used a statewide longitudinal sample to examine mathematics achievement gaps and growth in students with and without disabilities and to examine the impact of different methods of determining disability group membership on achievement gaps and growth. When disability status was determined on the basis of special education placement each year, the achievement gap was larger across grades than when the subgroup of students with disabilities (SWDs) was defined more broadly, including students who had exited special education or who were in special education anytime between Grades 3 and 7. Regardless of the identification criteria, the SWD subgroup showed lower average achievement and slower growth than students without disabilities. The results suggest that the present way of identifying the SWD subgroup in reporting achievement outcomes may be biased and that even students who exit special education continue to be at risk for lower mathematics achievement.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: North Carolina End of Course Testing Program
IES Funded: Yes
Grant or Contract Numbers: R32C110004; R324C110004