The performance of students with disabilities in a norm-referenced, statewide standardized testing program

Area of Science:

• Educational Psychology
• Special Education
• Academic Achievement

Background:

• Hawaii utilizes the Stanford Achievement Test, 8th Edition (Stanford 8) for student academic assessment.
• Longitudinal data from three cohorts (Grades 3-6, 6-8, 8-10) were analyzed.
• Previous research indicates performance differences between students with and without disabilities.

Purpose of the Study:

• To analyze academic achievement performance in Hawaii students across different grade levels.
• To compare the academic gains of students with disabilities to their non-disabled peers and national counterparts.
• To develop and utilize local subgroup norms for performance evaluation.

Main Methods:

• Analysis of Variance (ANOVAs) to determine significant performance differences.
• Longitudinal tracking of student achievement data across three cohorts.
• Development of local subgroup norms using Stanford 8 reading and mathematics data (1992-1996).

Main Results:

• Significant differences in overall academic performance were found between non-disabled students and those with specific learning disabilities, emotional impairments, or mild mental retardation.
• Students with disabilities in Hawaii made greater achievement gains from 3rd to 6th grade compared to national peers and Hawaii's non-disabled students.
• Between 8th and 10th grade, students with learning disabilities and emotional impairments achieved gains equal to or exceeding national averages.

Conclusions:

• Students with specific learning disabilities, emotional impairments, and mild mental retardation in Hawaii demonstrate unique academic achievement patterns.
• The study highlights the effectiveness of educational interventions for students with disabilities in Hawaii, particularly in early and later high school years.
• Local subgroup norms provide valuable context for evaluating the academic progress of students with disabilities.