Understanding Differential Growth during School Years and Summers for Students in Special Education

Autor/inn/en	Johnson, Angela; Barker, Elizabeth
Titel	Understanding Differential Growth during School Years and Summers for Students in Special Education
Quelle	In: Journal of Education for Students Placed at Risk, 28 (2023) 2, S.179-203 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2022.2051145
Schlagwörter	Elementary School Students; Kindergarten; Young Children; Special Education; Control Groups; Academic Achievement; Student Improvement; Time Perspective; Mathematics Tests; Reading Tests; Scores; Grade 1; Grade 2; Grade 3; Grade 4; Achievement Gains; Vacations; Outcomes of Education; School Schedules; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Zeitbezug; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Achievement gain; Leistungssteigerung; Holidays; Ferien; Lernleistung; Schulerfolg; Schulzeiteinteilung
Abstract	Under the Individuals with Disabilities Education Act, schools are required to provide a free appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to 4th grade for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED). We use math and reading assessment scores from NWEA's Growth Research Database. Our dataset contains one cohort of about 4,200 students, assessed up to three times per year for five years. Although ever-SPED students started kindergarten with lower math and reading test scores and grew less in both subjects than never-SPED students during the kindergarten school year, ever-SPED students grew more than never-SPED students during the 1st and 2nd grade school years in math and 1st, 3rd, and 4th grade school years in reading. However, ever-SPED students lost more learning during every summer than never-SPED students. This led the test score disparities between the two to grow from under 0.5 standard deviations in kindergarten to 1.0 standard deviation in 4th grade. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01