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ERIC Number: EJ1139502
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0022-2194
The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth
Stevens, Joseph J.; Schulte, Ann C.
Journal of Learning Disabilities, v50 n3 p261-274 May-Jun 2017
This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.
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: 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); National Center on Assessment and Accountability for Special Education (NCAASE)
Authoring Institution: N/A
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R324C110004