Examining Student- and District-Level Factors Related to Longitudinal Mathematics Growth for Students With Disabilities

• In Event: Poster Session 13
  In Poster Session: Special Education and Math Interventions

Abstract

In this study, relations of several demographic and financial characteristics of Oregon school districts to the mathematics growth of students receiving special education services in Grades 3-8 were explored after accounting for student-level characteristics. Data from three sources were used: the Oregon Department of Education, the National Center for Education Statistics, and the National Center on Assessment and Accountability in Special Education (NCAASE).

Multi-level models of student growth across Grades 3-8 were constructed with time nested within students and districts. Student disability status was operationalized in terms of years eligible to receive special education services. Although student-level demographic factors accounted for the majority of meaningful differences in student growth, district demographics and funding also were related to student growth.

Author

• Jessica L. Saven, Behavioral Research and Teaching, University of Oregon