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Predicting Eighth-Grade Algebra Placement for Students With Individualized Education Programs.

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Title: Predicting Eighth-Grade Algebra Placement for Students With Individualized Education Programs.
Authors: FAULKNER, VALERIE N., CROSSLAND, CATHY L., STIFF, LEE V.
Source: Exceptional Children. Spring2013, Vol. 79 Issue 3, p329-345. 17p.
Subjects: Ability grouping (Education), Education of students with disabilities, Teacher attitudes, Placement testing, Mathematical ability testing, Special education, Algebra education in middle schools
Abstract: This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study-Kindergarten dataset to investigate how each of the following factors predicted placement in eighth-grade algebra or above: (a) fifth-grade cognitive math performance, (b) fifth-grade teacher rating of student ability, and (c) student enrollment in special education services. When controlling for various student characteristics, including student mathematical performance, students who received Special education services had reduced odds of being placed in algebra by the time they entered eighth grade. Teacher evaluations of student performance played a greater role for special education students (particularly those with individualized education programs who had inconsistently demonstrated high performance) than for their typically developing peers. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Predicting Eighth-Grade Algebra Placement for Students With Individualized Education Programs.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Spring2013, Vol. 79 Issue 3, p329-345. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Placement+testing%22">Placement testing</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra+education+in+middle+schools%22">Algebra education in middle schools</searchLink>
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  Data: This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study-Kindergarten dataset to investigate how each of the following factors predicted placement in eighth-grade algebra or above: (a) fifth-grade cognitive math performance, (b) fifth-grade teacher rating of student ability, and (c) student enrollment in special education services. When controlling for various student characteristics, including student mathematical performance, students who received Special education services had reduced odds of being placed in algebra by the time they entered eighth grade. Teacher evaluations of student performance played a greater role for special education students (particularly those with individualized education programs who had inconsistently demonstrated high performance) than for their typically developing peers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        Type: general
      – SubjectFull: Education of students with disabilities
        Type: general
      – SubjectFull: Teacher attitudes
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      – SubjectFull: Mathematical ability testing
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              Text: Spring2013
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