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Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test
Stevens, Joseph Schulte, Ann Elliott, Stephen Nese, Joseph Tindal, Gerald
Stevens, Joseph
Schulte, Ann
Elliott, Stephen
Nese, Joseph
Tindal, Gerald
Abstract
This study estimated mathematics achievement growth trajectories in a statewide sample of 92,045 students with and without disabilities over Grades 3 to 7. Students with disabilities (SWDs) were identified in seven exceptionality categories. Students without disabilities (SWoDs) were categorized as General Education (GE) or Academically/Intellectually Gifted (AIG). Students in all groups showed significant growth that decelerated over grades as well as significant variability in achievement by student group, both at the initial assessment in Grade 3 and in rates of growth over time. Race/ethnicity, gender, parental education, free/reduced lunch status, and English language proficiency were also significant predictors of achievement. Effect size estimates showed substantial year-to-year growth that decreased over grades. Sizeable achievement gaps that were relatively stable over grades were observed between SWoDs and students in specific exceptionality categories. Our study also demonstrated the importance of statistically controlling for variation related to student demographic characteristics. Additional research is needed that expands on these results with the same and additional exceptionality groups.
Keywords
Date
2015
Type
Journal article
Journal
Journal of School Psychology
Book
Volume
53
Issue
1
Page Range
45-62
Article Number
ACU Department
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Source URL
Event URL
Open Access Status
License
File Access
Controlled