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Author: Patricia Kenner-Harper Publisher: ISBN: Category : Academic achievement Languages : en Pages : 238
Book Description
This investigation addressed the hypothesized effects of the proportional size of a district's special education population on the overall student achievement in selected school districts in Texas. The size of a district's special education population (independent variable) was compared to districts' achievement (dependent variables) in order to answer the research question, what is the relationship between a district's special education population size and a district's overall achievement? The participants in this study consisted of 278 independent school districts in Texas, grades kindergarten through 12. Academic achievement was measured using 2011 results from the state assessment, the Texas Assessment of Knowledge and Skills (TAKS), for Grades 3, 8, and 10, in reading and mathematics. An analysis (Pearson r) of correlation was conducted to ascertain which independent variables were related to academic achievement while controlling for economically disadvantaged status (EDS). The results of this study indicated that the proportional size of the special education population in a district is not related to academic achievement in the subject areas of reading and mathematics. A Pearson r revealed the achievement of students in grades 3, 8, and 10 were not related to the size of the special education population. As the nation continues to witness an increasing diverse student population, educators and researchers must remain diligent in their study of what correlates and instructional methods are effective for all students. The results from this study indicated that placements in special education or the proportional size of the special education does not affect the academic achievement of students in Grades 3, 8, and 10 for the subjects of math and reading. There were no studies found regarding this topic, therefore additional research regarding this issue is imperative in order that educational decisions and discussions regarding educational placements and academic achievement can be made with the best and most accurate knowledge possible.
Author: Patricia Kenner-Harper Publisher: ISBN: Category : Academic achievement Languages : en Pages : 238
Book Description
This investigation addressed the hypothesized effects of the proportional size of a district's special education population on the overall student achievement in selected school districts in Texas. The size of a district's special education population (independent variable) was compared to districts' achievement (dependent variables) in order to answer the research question, what is the relationship between a district's special education population size and a district's overall achievement? The participants in this study consisted of 278 independent school districts in Texas, grades kindergarten through 12. Academic achievement was measured using 2011 results from the state assessment, the Texas Assessment of Knowledge and Skills (TAKS), for Grades 3, 8, and 10, in reading and mathematics. An analysis (Pearson r) of correlation was conducted to ascertain which independent variables were related to academic achievement while controlling for economically disadvantaged status (EDS). The results of this study indicated that the proportional size of the special education population in a district is not related to academic achievement in the subject areas of reading and mathematics. A Pearson r revealed the achievement of students in grades 3, 8, and 10 were not related to the size of the special education population. As the nation continues to witness an increasing diverse student population, educators and researchers must remain diligent in their study of what correlates and instructional methods are effective for all students. The results from this study indicated that placements in special education or the proportional size of the special education does not affect the academic achievement of students in Grades 3, 8, and 10 for the subjects of math and reading. There were no studies found regarding this topic, therefore additional research regarding this issue is imperative in order that educational decisions and discussions regarding educational placements and academic achievement can be made with the best and most accurate knowledge possible.
Author: Amity Lynn Noltemeyer Publisher: Charles C Thomas Publisher ISBN: 0398088020 Category : Education Languages : en Pages : 289
Book Description
Given the burgeoning number of diverse students in our nation’s schools, coupled with the potentially negative outcomes and wasted resources associated with the misidentification of students for special education and excessive use of exclusionary discipline for specific subgroups of students, it is imperative that educational professionals understand and address the implications arising from disproportionality for children both with and without disabilities. This text contributes unique perspectives and up-to-date information, including advances and research that have emerged since the last of the extant books was published. Presented in three sections, the first considers disproportionality in special education identification, with chapters examining overrepresentation by ethnicity, gender, and language. The second section addresses disproportionality in discipline, specifically focusing on inequalities in school disciplinary actions and juvenile justice decisions based on ethnicity and gender. The final section provides readers with approaches for addressing disproportionality and creating more equitable learning environments now and in the future. The text encourages bidirectional and evolving relationships between the topics examined in each chapter with the historical framework presented. Because of the comprehensive nature of the topics covered in the book, it is an ideal “one-stop” reference for readers aiming to acquire a broad understanding of the key issues related to the topic. The book will appeal to a range of potential readers, including university students and practitioners in the fields of education, psychology, sociology, gender studies, ethnic studies, and criminal justice as well as lay-readers interested in issues of equality and/or education.
Author: Josette Lorraine McCullough Publisher: ProQuest ISBN: 9780549811213 Category : Mathematical ability Languages : en Pages :
Book Description
How to effectively meet the academic needs of students who receive special education services is the prime focus of this educational position paper (EPP). No Child Left Behind (NCLB) has challenged schools to find ways to meet and exceed the standards for all students regardless of their category of disability or their academic program setting. This challenge prompted the research into the importance of the academic setting of special education students and its relationship to mathematics achievement. The focus of this EPP is on the academic setting of special education students and its relationship with student performance on the mathematics' component of the Delaware Student Testing Program (DSTP). The study determined that there is indeed a correlation when reviewing the DSTP data of eighth grade students at Postlethwait Middle School (PMS) over a course of five years. This EPP examined the differences between two academic program settings, the resource setting and the inclusion setting, and their correlation with math achievement. This EPP further analyzed pre- and post-inclusion student achievement data at PMS to further determine if there was a correlation with academic achievement when inclusion was partially implemented. PMS yielded the most positive academic results, exceeding the state target when inclusion was first partially implemented in 2005. The data were collected over a five year period, 2003-2007. The data showed a relationship between the two program settings when comparing student growth based on scale scores, and when comparing pre- and post-inclusion implementation data. Recommendations to increase special education student achievement and future recommendations for further study are explored.
Author: OECD Publisher: OECD Publishing ISBN: 9264167870 Category : Languages : en Pages : 390
Book Description
The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analysis.
Author: Illinois. House Joint Resolution 24 Special Education Funding Task Force Publisher: ISBN: Category : Special education Languages : en Pages : 340
Author: Huisheng Tian Publisher: Springer ISBN: 3662561980 Category : Education Languages : en Pages : 360
Book Description
This book consists of introduction to academic achievement assessment, international comparison of academic achievement assessment and reference, as well as theoretical system and practice strategy of academic achievement assessment. The study indicates that the development trends of foreign academic achievement assessment are: establishing a complete education quality monitoring system; paying more attention to the function and value of independent education quality monitoring institution and intermediary organization; the orientation based on the integrated development of students growing more apparent; marching from “evaluation of study” to “evaluation for study”; and placing educational equity in a prominent position. This book is easy to understand and readable for professionals like teachers, educational researchers and particularly those engaged in academic achievement.
Author: Patricia Kenner-Harper
Author: Patricia Kenner-Harper
Author: Amity Lynn Noltemeyer
Author: 
Author: Tommy M. Tomlinson
Author: Josette Lorraine McCullough
Author: Brandon Reed
Author: OECD
Author: Illinois. House Joint Resolution 24 Special Education Funding Task Force
Author: 
Author: Huisheng Tian