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ERIC Number: EJ846063
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1555-6913
Learning Disabilities and Reading/Mathematics Achievement of Eighth Graders in the USA
Fusaro, Joseph A.; Shibley, Ivan A.
Journal of the International Association of Special Education, v9 n1 p51-56 2008
The No Child Left Behind Act mandates all students with learning disabilities in schools receiving Title I funds must show proficiency in reading and mathematics by 2014. This stricture applies to all students, those with diagnosed learning disabilities as well as those without learning disabilities. Subjects of this study were eighth graders in one of the most racially diverse school districts in Pennsylvania. Two multiple regression analyses revealed that when number of months educated in the school district, socioeconomic status, and sex were held constant, students with diagnosed learning disabilities scored 297 points lower on the Pennsylvania System of School Assessment reading test and 220 points lower on the mathematics test than students who did not have learning disabilities. (Contains 2 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001