Modeling the Time-Varying Nature of Student Exceptionality Classification on Achievement Growth

Autor/inn/en	Nese, Joseph F. T.; Stevens, Joseph J.; Schulte, Ann C.; Tindal, Gerald; Elliott, Stephen N.
Titel	Modeling the Time-Varying Nature of Student Exceptionality Classification on Achievement Growth
Quelle	In: Journal of Special Education, 51 (2017) 1, S.38-49 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466916668164
Schlagwörter	Classification; Achievement Gains; Special Needs Students; Mathematics Achievement; Achievement Tests; Regular and Special Education Relationship; Growth Models; Goodness of Fit; Robustness (Statistics); Structural Equation Models; Longitudinal Studies; Grade 3; Grade 8; Grade 4; Grade 5; Grade 6; Grade 7; Oregon + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Achievement gain; Leistungssteigerung; Sonderpädagogischer Förderbedarf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Widerstandsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Our purpose was to examine different approaches to modeling the time-varying nature of exceptionality classification. Using longitudinal data from one state's mathematics achievement test for 28,829 students in Grades 3 to 8, we describe the reclassification rate within special education and between general and special education, and compare four alternative growth models for students with and without disabilities with different specifications of disability classification as time-variant (TVC) or time-invariant (TIC) covariates. Although model fit statistics were inconsistent in endorsing a single model, we found that the TIC results were generally preferable to the TVC; however, the choice of model specification may rest on the purpose of the researcher and goals of representing the influence of covariates on growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01