Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling

Autor/inn/en	Shin, Tacksoo; Davison, Mark L.; Long, Jeffrey D.; Chan, Chi-Keung; Heistad, David
Titel	Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling
Quelle	In: Learning and Individual Differences, 23 (2013), S.92-100 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.10.002
Schlagwörter	Reading Achievement; Mathematics Achievement; Achievement Gains; Achievement Gap; Urban Schools; Special Education; English (Second Language); Second Language Instruction; Lunch Programs; Reading Ability; Statistical Analysis; Grade 4; Grade 5; Grade 6; Grade 7; Longitudinal Studies + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Mittagessen; Reading competence; Lesekompetenz; Statistische Analyse; 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; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Using four-wave longitudinal reading and mathematics data (4th to 7th grades) from a large urban school district, growth curve modeling was used as a tool for examining three research questions: Are achievement gaps closing in reading and mathematics? What are the associations between prior-achievement and growth across the reading and mathematics domains? Is there an association between the receipt of additional services (special education, English-as-second-language, free and reduced lunch program) and reading and mathematics achievement? Results showed that rates of growth in achievement diminished over time and achievement gaps closed in reading, but not mathematics. Reading ability was directly related to gains in mathematics. Analysis of the time-varying covariates showed that there tended to be positive effects of the receipt of English-as-second language instruction on both reading and mathematics achievement, whereas students receiving special education and free and reduced lunch programs consistently had lower academic achievement levels. Implications for the achievement literature are discussed. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10