students with disabilities achievement gap
the achievement gap for SWD indicate that the gap widens across grades (e.g., Chudowsky, Chudowsky, & Kober, 2009; U.S. Department of Education, 2014), such depictions are unlikely to represent the gaps that would be observed if students were followed longitudinally.
Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment.
The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students (AG).
Initial reading comprehension achievement differed for all exceptionalities. <>
Closing the Achievement Gap and Students with Disabilities: The New Meaning of a “Free and Appropriate Public Education” Margaret J. McLaughlin University of Maryland Funding for this research work was provided by the U.S. Department of Education, Office of Special Education Programs (Grant #H324P000004).
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The findings were interpreted within the simple view of reading where increases in word recognition skills for SWD in the grade range examined may have accounted for their more rapid growth in reading comprehension relative to GE students. _�xc��1��z/�۱fY8�%�{ endobj endobj endobj By Amy Morona via Newsy. ݶ�)@��h�z�bߟ �v���_�5�8�gi�(���d?�a��Ŷq����3;�E#7�yHu����e꜊WX�C������K��"II(�e�V�(�R��~���_���Л ��$Zq��$P�v��KD��qل�S�Ѳ�M߷��R�J��lbWJ6���K|�o�D����)u������h��ڥ�o�ź� Together they form a unique fingerprint. <> endobj Initial reading comprehension achievement differed for all exceptionalities. <> endobj
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endobj We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. $a~�Z��%�+sU�wT=��Ke�h�kmMh��?��K��7����W���"�i��[(ӌEA��4l3 �*��4:Oh�~�Y(xƏ���L&�(!I��^�B�"0��L�d"b�cA��'S����N�"?�3Z��o�E��iDY{�cms�_�jC����(����#����Q�7�-�����=�0ï�Vc�h�C�C�|�y&e�KL�=��P��G���{��-+��Sl��*���@Ξ�~��'���.K�J��U��"Y�GM�į$���V��z��C��2P{�p�b�&+�d�9R�Y��#ho��]/JP'YN��� �R�Ҭ���(�y �}@�~�7���x9���Q�, e�L����H��P��[y����M&�@)b� �V���LXt��8*f��,".h�>g�P�EȺ����X��1k�ߖ�Ğ֦����.�:R�,U��9�m��k�;�1f�7K��ȥ�``艹�}318)��,ᝣ:���s���B�(?l��98�Gі����X���n�t@O;d��h�Y�2�����h�\Ug%�[E#�M%S��)���2�����P9��c:�uBW�*�1�[��;�9�T��B�YO��^�!/�D,Oڿ�q���Z�T��#��YI0��5�Ѿp��ܨ�ש��8&u�N9��#.ߴ�y�G��[)@4�"��Zޔ5�[7��H�F��_M�\�S�ڤU)1� 5� �+J�V��� �ו�J�L~��ڿЫ���F4u�4)D�8ܱ����b�qW�S�7v�uX���G�ʭ�8qB�,k����F{��R�=Π����\xz1Y�������\]� n���`m�j^���x��j�ýSǜf�ɂ9���9n��e�(;��� U��C��Q��TsJ�ʎR��kE$P��\���&8�q�@�V�^�O`���m�2/�(h��n:�Y�p�#̒h�����ij;*��{������8��Bo�؉��J�CwS�5�z|�x��A�֘6f� �V�K��â <> 5 0 obj
endobj The interaction of learning disability status and student demographic characteristics on mathematics growth. and Stephen Elliott and Gerald Tindal and Nese, {Joseph F T}", publisher = "American Psychological Association Inc.", There was evidence of some narrowing of the achievement gap for students identified with learning disabilities in reading.
endobj x��Z[o7~7�����T(Ԑ�k��6�s�um��a��]X��GN��h����CJ#Z�"�f���s�Ρ����ݴU䧟�����N����p���?����/��ݢ���概[�'�x���g��b@�s~�������3+8YO��>�H�g���g���������"�H�i���1�䓹��:#��B2�o��������՛n�y�eq���g�]�:��/��;� �y�o��,G���� ���=�/2�x~�F���7�9���~\�^-�^�u(8 $ ����r�Ca�P�rl/ry�뀐�%��$:�>A)�(���Tt�R��$-bZd��y(���5��-��.I�����QƄ����T�߳N��Y����+�\×jc�p9�`B�Q�� <> The findings were interpreted within the simple view of reading where increases in word recognition skills for SWD in the grade range examined may have accounted for their more rapid growth in reading comprehension relative to GE students. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing.
Controlling for sociodemographic variables, small, but statistically significant differences in growth rate were observed, with SWD groups growing more rapidly and AG groups growing more slowly than GE students.
Journal of Educational Psychology. There was evidence of some narrowing of the achievement gap for students identified with learning disabilities in reading. endobj The findings suggest that similar expectations for rate of reading growth for GE students and SWD might be incorporated into growthbased accountability models, but they also suggest that reading comprehension growth sufficient to have an impact on SWD achievement gaps does not routinely occur in typical educational practice. The findings were interpreted within the simple view of reading where increases in word recognition skills for SWD in the grade range examined may have accounted for their more rapid growth in reading comprehension relative to GE students. endobj The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students (AG).
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