Influence of opportunity to learn indices and education status on students' mathematics achievement growth

Journal article

Elliott, Stephen, Kurz, Alexander, Tindal, Gerald and Yel, Nedim. (2017). Influence of opportunity to learn indices and education status on students' mathematics achievement growth. Remedial and Special Education. 38(3), pp. 145 - 158. https://doi.org/10.1177/0741932516663000
AuthorsElliott, Stephen, Kurz, Alexander, Tindal, Gerald and Yel, Nedim
Abstract

We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Teachers (N = 78) completed instructional logs daily and administered easyCBM probes quarterly to 162 students with disabilities and 165 students without disabilities. Examination of instructional data indicated both groups of students had nearly equal opportunities to learn (OTLs) the same mathematics content, yet there were significant differences in these students’ mathematics achievement on interim and summative tests. Special education status and instructional practices were found to be significant predictors of achievement growth. Furthermore, grade level and special education status, along with OTL scores, accounted for significant variance in end-of-year mathematics scores. Discussion of results focuses on instructional practice implications and the role these practices play in achievement gaps.

Keywordsopportunity to learn; inclusive classrooms; interim assessment growth; achievement gaps
Year2017
JournalRemedial and Special Education
Journal citation38 (3), pp. 145 - 158
PublisherSAGE Publications Inc.
ISSN0741-9325
Digital Object Identifier (DOI)https://doi.org/10.1177/0741932516663000
Scopus EID2-s2.0-85019841540
Page range145 - 158
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States
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