Exploring gains in reading and mathematics achievement among regular and exceptional students using growth curve modeling

Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test

“…However, the rate of curvature was quite small both in an absolute sense for scale score units and in terms of the percentage of variance explained by the curvature term. These results generally confirm those of other recent studies (Bloom et al, 2008;Morgan et al, 2009;Morgan et al, 2011;Shin et al, 2013;Wei et al, 2013) that all reported curvilinear mathematics growth functions with decelerating growth over age or grade. Not surprisingly given different samples and instruments, there are some differences across studies in rates of growth or the timing of the deceleration of growth.…”

“…These findings are similar to previous research (Morgan et al, 2011;Shin et al, 2013;Wei et al, 2013) in the general ordering of group performance but more detailed than previous research in showing the performance of multiple exceptionalities as well as AIG student performance in contrast to GE students. The extant findings regarding differences in mathematics growth across grade by exceptionality group have been more variable.…”

“…This gap is further documented on a variety of academic achievement tests. Specifically, researchers have consistently noted the lower mathematics performance of SWDs and differences in skills and abilities that may persist from early learning through later grades (Carlson et al, 2011;Chatterji, 2005;Denton & West, 2002;Lee & Burkam, 2002;LoGerfo, Nichols, & Reardon, 2006;Morgan, Farkas, & Wu, 2009;Princiotta, Flanagan, & Germino-Hausken, 2006;Shin, Davison, Long, Chan, & Heistad, 2013;Wei et al, 2013).…”

“…Mathematics achievement growth for SWDs, SWoDs, and gifted students In contrast to the varying results for achievement gaps, most investigations of student mathematics achievement growth across grades have generally found consistent results. In studies that have examined mathematics growth of all students, mathematics achievement is usually characterized by a curvilinear function with relatively high rates of growth in the early grades that progressively decelerate in later grades (Bloom, Hill, Black, & Lipsey, 2008;Carlson et al, 2011;Ding et al, 2005;Lee, 2010;Morgan et al, 2011;Shin et al, 2013;Wei et al, 2013). For instance, Lee (2010) used multiple sources of national assessment data, including long-term NAEP trend data, the Early Childhood Longitudinal Study-Kindergarten (ECLS-K), and norms from two standardized achievement tests to examine mathematics growth in the United States over three decades.…”

“…Some investigators (e.g., Shin et al, 2013) have examined mathematics achievement growth trajectories using a dichotomous categorization of SWDs vs. SWoDs. A number of other investigators have examined one or two specific exceptionalities-most commonly speech-language impairment, specific learning disabilities (LD), or both conditions.…”