The Effect of Resource Services on Academic Achievement in Reading and Math in South Texas

Autor/inn/en	Birdwell, Jeanine; Kupczynski, Lori; Mundy, Marie-Anne; Bain, Steve
Titel	The Effect of Resource Services on Academic Achievement in Reading and Math in South Texas
Quelle	In: World Journal of Education, 5 (2015) 6, S.50-56 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Academic Achievement; Reading Achievement; Mathematics Achievement; Statistical Analysis; Grade 9; Learning Disabilities; Special Education; Grade 8; Reading Tests; Mathematics Tests; High School Students; Accountability; Scores; General Education; Regular and Special Education Relationship; Outcome Measures; Educational Legislation; Federal Legislation; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; School year 09; 9. Schuljahr; Schuljahr 09; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verantwortung; Allgemein bildendes Schulwesen; Allgemeinbildung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Accountability measures with increased emphasis placed on assessment for all students have led more special education students to be placed in the general education classroom. The sample included students identified with specific learning disabilities at two high schools, 4A or larger, in South Texas. ANCOVA was utilized to analyze the data. This quantitative study, utilizing ex-post facto data, determined there was no significant difference between grade 9 students with learning disabilities who received resource services and those who did not receive resource services on academic achievement in reading and math for the 2013-14 school years, while controlling for their grade 8 test scores. This suggests that instructional arrangement may not be a significant contributing factor to academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01