Does Minority Status Increase the Effect of Disability Status on Elementary Schoolchildren's Academic Achievement?

Autor/inn/en	Wu, Qiong; Morgan, Paul L.; Farkas, George
Titel	Does Minority Status Increase the Effect of Disability Status on Elementary Schoolchildren's Academic Achievement?
Quelle	In: Remedial and Special Education, 35 (2014) 6, S.366-377 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514547644
Schlagwörter	Minority Group Students; Elementary School Students; Disabilities; Interaction; At Risk Students; Longitudinal Studies; Reading Achievement; Mathematics Achievement; Predictor Variables; Racial Differences; Special Education; White Students; Grade Repetition; Private Schools; Public Schools; School Entrance Age; Gender Differences; Statistical Analysis; Age Differences; Hispanic American Students; African American Students; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Interaktion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Rassenunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Private school; Privatschule; Public school; Öffentliche Schule; Einschulungsalter; Geschlechterkonflikt; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner
Abstract	We investigated whether children's reading and mathematics growth trajectories from kindergarten to fifth grade inter-related, and to what extent disability and minority status interacted to predict their achievement trajectories. We conducted secondary data analysis based on a nationally representative sample of 6,446 U.S. schoolchildren from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). Results indicated that children's reading and mathematics achievement were highly correlated in both initial status and growth. Being disabled or a racial/ethnic minority independently predicted lower academic achievement. However, and contrary to what might be expected from prior research on minority children's special education experiences, disability status was associated with similar academic disadvantages for minority and White students from kindergarten to fifth grade. Growth mixture models identified a group of children with lower and lagging achievement in both reading and mathematics from kindergarten until fifth grade. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10