title: Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test.
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.
authors: Department of Educational Methodology, Policy and Leadership, College of Education, 5267 University of Oregon, Eugene, OR 97403-5267, United States. Electronic address: stevensj@uoregon.edu.
authors: Joseph J
authors: JJ
authors: Stevens
authors: T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ 85287-3701, United States. Electronic address: ann.schulte@asu.edu.
authors: Ann C
authors: AC
authors: Schulte
authors: T. Denny Sanford School of Social and Family Dynamics, Arizona State University, PO Box 873701, Tempe, AZ 85287-3701, United States. Electronic address: Steve_Elliott@asu.edu.
authors: Stephen N
authors: SN
authors: Elliott
authors: Behavioral Research and Teaching, 175 Lokey Education, 5262 University of Oregon, Eugene, OR 97403-5262, United States. Electronic address: jnese@uoregon.edu.
authors: Joseph F T
authors: JF
authors: Nese
authors: Behavioral Research and Teaching, 175 Lokey Education, 5262 University of Oregon, Eugene, OR 97403-5262, United States. Electronic address: geraldt@uoregon.edu.
authors: Gerald
authors: G
authors: Tindal
mesh_terms: D000124:Achievement; D002648:Child; D002658:Developmental Disabilities / Q000523:psychology*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D013334:Students
keywords: Accountability testing; Achievement gaps; Exceptional children; Mathematics achievement growth