Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

129
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
129
Intellectual Disability01:29

Intellectual Disability

52
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
52
Percentile01:18

Percentile

6.7K
A percentile indicates the relative standing of a data value when data are sorted into numerical order from smallest to largest. It represents the percentages of data values that are less than or equal to the pth percentile. For example, 15% of data values are less than or equal to the 15th percentile.
6.7K
Reliability and Validity01:29

Reliability and Validity

12.7K
Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
12.7K
Review and Preview01:10

Review and Preview

7.4K
In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
Percentiles are a type of fractile that partition data into...
7.4K
The Bell Curve01:21

The Bell Curve

185
The normal probability distribution, often depicted as a symmetrical, bell-shaped curve, is fundamental in statistics and the study of natural phenomena. This pattern, famously described by mathematician Carl Friedrich Gauss, shows how data points are distributed around a central mean, with most values near the average and fewer observations occurring as they deviate further from it.
This pattern applies to many human characteristics beyond intelligence, such as height. For example, if you...
185

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Adolescent Math Anxiety: Teachers' Grouping Approach at the Intersection of Multiple Student Identities.

Educational policy (Los Altos, Calif.)·2026
Same author

Micropolitics in School-Based Health Centers' Provision of Sexual Health Services.

Sociological forum (Randolph, N.J.)·2026
Same author

Shifting Tides: The Evolution of Racial Inequality in Higher Education from the 1980s through the 2010s.

Socius : sociological research for a dynamic world·2024
Same author

Delineating Differences in How US High Schools are Racialized.

Youth & society·2023
Same author

Inequality among the Disadvantaged? Racial/Ethnic Disparities in Earnings among Young Men and Women without a College Education.

Sociology of race and ethnicity (Thousand Oaks, Calif.)·2023
Same author

The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition.

Sociology of education·2023

Related Experiment Video

Updated: Jul 1, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.0K

U.S. Ninth Graders' Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic

Dara Shifrer1

  • 1Portland State University.

AERA Open
|March 11, 2024
PubMed
Summary

Adolescents with learning disabilities face lower math course placement, especially if they also have privileged racial and socioeconomic status. This disparity stems from cumulative disadvantages, not solely disability-related inequities.

Keywords:
disabilitydisability studiesintersectional theoryintersectionalitymathmathematics educationquasi-experimental analysisraceregression analysessocial classsocioeconomic status

More Related Videos

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.5K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

762

Related Experiment Videos

Last Updated: Jul 1, 2025

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.0K
Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.5K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

762

Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Disability Studies

Background:

  • Intersectionality is crucial for understanding educational disparities.
  • Learning disability status, race, and socioeconomic status (SES) significantly impact academic trajectories.
  • Previous research often examines these factors independently, overlooking their combined effects.

Purpose of the Study:

  • To investigate differences in ninth-grade math course placement using an intersectional framework.
  • To examine how learning disability status interacts with race and SES in math course placement.
  • To explore the 'increased liability' and 'multiple marginalization' perspectives in educational research.

Main Methods:

  • Utilized data from 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009.
  • Employed an intersectional framework to analyze math course placement.
  • Applied descriptive and adjusted statistical analyses to examine group differences.

Main Results:

  • A negative relationship exists between learning disability and math course placement, amplified for adolescents with privileged race and SES.
  • Lower math course placements for students with learning disabilities are attributed to cumulative disadvantage.
  • Findings challenge explanations based solely on disability-related inequities during the high school transition.

Conclusions:

  • Intersectional perspectives are vital for a nuanced understanding of educational inequities.
  • The 'increased liability' perspective offers a new lens for studying cumulative disadvantage.
  • Future research should integrate intersectionality and consider cumulative disadvantage in educational disparities.