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ERIC Number: ED554881
Record Type: Non-Journal
Publication Date: 2013
Pages: 82
Abstractor: As Provided
ISBN: 978-1-3031-3846-1
Standardized Testing of Special Education Students: A Comparison of Service Type and Test Scores
Hogan-Young, Christine
ProQuest LLC, Ed.D. Dissertation, East Tennessee State University
The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and fifth grade special education students in an east Tennessee school district. The TCAP MAAS scale scores used were from the 2011-2012 school year. An independent samples t-test was implemented in this study. The dependent variable in the study was the TCAP MAAS scaled scores. The independent variable was student placement. Placement was regular education inclusion or special education resource class. The study included 11 elementary schools and 210 special education students' scores. The results indicated significantly higher TCAP MAAS scaled scores of those students receiving their instruction in a regular education inclusion classroom in every analysis except for fifth grade Reading/Language Arts scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee