Mathematics Achievement Gaps for Elementary and Secondary Students: The Influence of Opportunity to Learn and Special Education Status. Research Brief 14

Autor/inn/en	Elliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Stevens, Joseph; Yel, Nedim
Institution	National Center on Assessment and Accountability for Special Education (NCAASE)
Titel	Mathematics Achievement Gaps for Elementary and Secondary Students: The Influence of Opportunity to Learn and Special Education Status. Research Brief 14
Quelle	(2014), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; Achievement Gap; Elementary School Students; Secondary School Students; Special Education; Educational Opportunities; Disabilities; Formative Evaluation; Summative Evaluation; Student Evaluation; Mathematics Instruction; Mathematics Tests; Regression (Statistics); Equal Education; Curriculum Based Assessment; Arizona; Oregon + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsangebot; Bildungschance; Handicap; Behinderung; Schulnote; Studentische Bewertung; Mathematics lessons; Mathematikunterricht; Regression; Regressionsanalyse
Abstract	We examined the relationship among key instructional process variables and the achievement of students with and without disabilities as measured by both interim and end-of-year summative assessments. Examination of the instructional process data indicated that students with and without disabilities receiving mathematics instruction in the same classrooms had virtually equal opportunities to learn (OTL), yet there were significant differences in these two groups of students' mathematics achievement on both interim and summative tests. Subsequent regression analyses indicated that the collection of five OTL scores, along with Grade Level and Special Education status, accounted for 44% of the variance in student's end-of-year mathematics scores. Discussion of these results focuses on equality and equity of opportunity to learn and the role these processes may play in interim and endof-year achievement gaps between students with and without disabilities. (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	2022/4/11