Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (NCEO Technical Report)
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Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (NCEO Technical Report)
Published Date
2012-03
Publisher
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO)
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Report
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A report investigating whether the characteristics of the lowest performing students in special education differ from the characteristics of the lowest performing students who are not in special education. The investigation in this report used data from low performing students in four states: Alabama, Hawaii, South Dakota, and Wisconsin. Achievement data were disaggregated by three demographic characteristics (gender, race/ethnicity, and income status) for students taking the reading or mathematics assessments in fifth or eighth grade. In addition, researchers tracked data for each student over three years to identify how students moved in and out of the low performing category (low performing was defined as the tenth percentile and below for this report) across time.
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The Center is supported through a Cooperative Agreement (#H326G050007)
with the Research to Practice Division, Office of Special Education Programs,
U.S. Department of Education. This report was funded
with partial support from the Multi-state GSEG Toward a Defensible
AA-MAS. This project is supported by General Supervision Enhancement
Grants (#H373X070021) from the Research to Practice Division,
Office of Special Education Programs, U.S. Department of Education.
Opinions expressed herein do not necessarily reflect those of the U.S.
Department of Education or Offices within it.
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Christian, Elizabeth; Altman, Jason; Lazarus, Sheryl; Thurlow, Martha; Liu, Kristin; Wu, Yi-Chen. (2012). Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (NCEO Technical Report). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/173981.
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