The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth

Autor/inn/en	Stevens, Joseph J.; Schulte, Ann C.
Titel	The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth
Quelle	In: Journal of Learning Disabilities, 50 (2017) 3, S.261-274 (14 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	0022-2194
DOI	10.1177/0022219415618496
Schlagwörter	Learning Disabilities; Mathematics Instruction; Student Characteristics; Mathematics Achievement; Interaction; Achievement Gap; Grade 3; Predictor Variables; Elementary School Students; Elementary School Mathematics; Hierarchical Linear Modeling; Grade 4; Grade 5; Grade 6; Grade 7; Middle School Students; Regression (Statistics); Longitudinal Studies; Maximum Likelihood Statistics; Statistical Analysis; Statistical Significance; North Carolina + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interaktion; School year 03; 3. Schuljahr; Schuljahr 03; Prädiktor; Elementare Mathematik; Schulmathematik; 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; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse
Abstract	This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01