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The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth.
Joseph J Stevens1, Ann C Schulte2
11 Department of Educational Methodology, Policy and Leadership, College of Education, University of Oregon, Eugene, USA.
Journal of Learning Disabilities
|January 10, 2016
Summary
Students with learning disabilities (LD) show lower math achievement and slower growth than students without disabilities (SWoD). Demographic factors like race and lunch status significantly impact these achievement gaps.
Area of Science:
- Education
- Psychology
- Developmental Science
Background:
- Students with learning disabilities (LD) often face challenges in mathematics achievement compared to their peers without disabilities (SWoD).
- Understanding the growth trajectories and influencing factors is crucial for targeted interventions.
Purpose of the Study:
- To examine and compare mathematics achievement growth between students with LD and SWoD.
- To investigate how student demographic characteristics interact with LD status to influence mathematics growth.
Main Methods:
- Analysis of a statewide sample of 79,554 students from Grade 3 to 7.
- Estimation of mathematics achievement growth and testing for interactions between LD status and demographic variables.
Main Results:
- Students with LD demonstrated significantly lower achievement and slower growth in mathematics compared to SWoD students across all grades.
- Student sex, Black race/ethnicity, and free or reduced lunch (FRL) status were significant moderators of the achievement gap between LD and SWoD students.
Conclusions:
- Demographic characteristics play a significant role in moderating mathematics achievement gaps for students with LD.
- Findings highlight the need for nuanced approaches in educational policy and practice to address the specific needs of diverse LD subgroups.
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