Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility (Poster 23)

• In Event: AERA Poster Session Four
  In Poster Session: What We Know: Evidence, Practices, and Needs in Special and Inclusive Education

Abstract

We examined the association of students’ ability to transition on a daily basis (horizontal transitions) as reported by teachers with achievement as mediated by the summer ESY services received. Transitions from summer break to re-entry in the fall are referred to as a vertical transition. We examined these relationships via structural equation modeling techniques using multi-group modeling with respect to students with Individualized Education Programs (IEPs) versus students without IEPs. Among students with IEPs, increased ability to transition was significantly associated with increased achievement across time. This ability to transition may be even more impacted by the advent of the COVID-19 pandemic, which has disrupted learning for many school children.

Authors

• Lucy M. Barnard-Brak, University of Alabama
  Presenting Author

• Marissa Filderman, University of Alabama
  Non-Presenting Author

• Adam Brewer
  Non-Presenting Author

• Carolina Kudesey, University of Alabama
  Non-Presenting Author