Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students with Disabilities

Autor/inn/en	Hurwitz, Sarah; Perry, Brea; Cohen, Emma D.; Skiba, Russell
Titel	Special Education and Individualized Academic Growth: A Longitudinal Assessment of Outcomes for Students with Disabilities
Quelle	In: American Educational Research Journal, 57 (2020) 2, S.576-611 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219857054
Schlagwörter	Special Education; Academic Achievement; Outcomes of Education; Students with Disabilities; Inclusion; Urban Schools; Standardized Tests; Scores; Student Improvement; Individualized Education Programs; Educational Legislation; Equal Education; Federal Legislation; Program Effectiveness + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This study examined the effectiveness of participating in special education on the academic outcomes of students with disabilities. A sample of 575 students from a large, urban school district were followed longitudinally as they transitioned between general and special education to evaluate whether receiving special education services was associated with improvements in academic trajectories. Using student fixed effects models of within-person change over time, individuals' performance on standardized tests were compared before, during, and/or after special education placement. Results indicate that test scores of students with disabilities improved after being enrolled in special education. Additionally, students exiting special education exhibited a sustained trajectory of academic growth, suggesting that participation in special education in this district was associated with enduring improvements over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01