Cross Sectional and Longitudinal Portrayals of the Special Education Mathematics Achievement Gap. Research Brief 10

Autor/inn/en	Schulte, Ann C.; Stevens, Joseph J.
Institution	National Center on Assessment and Accountability for Special Education (NCAASE)
Titel	Cross Sectional and Longitudinal Portrayals of the Special Education Mathematics Achievement Gap. Research Brief 10
Quelle	(2014), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Mathematics Achievement; Achievement Gap; Mathematics Tests; Disabilities; Identification; Longitudinal Studies; Case Studies; Elementary Secondary Education; North Carolina + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Handicap; Behinderung; Identifikation; Identifizierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study
Abstract	We contrasted portrayals of the achievement gap on the North Carolina state mathematics assessment for students with disabilities (SWD) using two different ways of identifying this group of students. The first method used students' disability status in third grade as the basis for identifying SWD, and then tracked the achievement gap between SWD and students without disabilities (SWoD) across grades. With our second method, we allowed student disability status to change at each grade, so that only students who were receiving special education services in a particular year were considered members of the SWD subgroup for that year. (As Provided).
Anmerkungen	National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01