Mathematics Achievement of Students With Disabilities Before and After the Implementation of the Common Core and Smarter Balanced Assessment Consortium Assessment

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Patterns in Policy Implementation and Student Achievement (Table 3)

Abstract

The academic achievement of students with disabilities (SWDs) have been a long-standing issue in the United States. However, we have a minimal understanding of the achievement of SWDs since the wide adoption of Common Core State Standards (CCSS) throughout the country. Using longitudinal data from 17 diverse districts in California, our research investigates how SWD's mathematics achievement in grades 3-8 and 11 has shifted in the transition to the Smarter Balanced Assessments (SBAC) for the Common Core State Standards for Mathematics (CCSSM). Our preliminary results show that SWDs struggled with the CCSSM and the SBAC and lost an average 0.5 standard deviation in achievement. After adding controls, the gap between SWDs and non-SWDs narrowed slightly from 1 SD to 0.875 SD.

Authors

• Cassandra M. Guarino, University of California - Riverside
  Presenting Author

• Anna Emilia Bargagliotti, Loyola Marymount University
  Non-Presenting Author

• Yiwang Li, University of California - Riverside
  Presenting Author

• Hana Kang, University of Colorado - Colorado Springs
  Non-Presenting Author

• Thomas M. Smith, Vanderbilt University
  Non-Presenting Author