Understanding Differential Growth During School Years and Summers for Students in Special Education

References

• Barnard-Brak, L., & Stevens, T. (2021). Criteria for determining eligibility for extended school year services. The Journal of Special Education, 55(1), 3–10. doi:10.1177/0022466920911468
   Web of Science ®Google Scholar
• Barnard-Brak, L., Stevens, T., & Valenzuela, E. (2018). Barriers to providing extended school year services to students with disabilities: An exploratory study of special education directors. Rural Special Education Quarterly, 37(4), 245–250. doi: 101177/8756870518772308
   Web of Science ®Google Scholar
• Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness, 1(4), 289–328. doi:10.1080/19345740802400072
   Google Scholar
• Boroson, B., Barker, E., & Li, X. (2017). A longitudinal study of reading growth for students with visual impairments. Journal on Technology & Persons with Disabilities, 5, 158–173.
   Google Scholar
• Clements, D.H., Fuson, K.C., & Sarama, J. (2017). The research-based balance in early childhood mathematics: A response to common core criticisms. Early Childhood Research Quarterly, 40, 150–162. doi:10.1016/j.ecresq.2017.03.005
   Web of Science ®Google Scholar
• Duff, D., Tomblin, B.J., & Catts, H. (2015). The influence of reading on vocabulary growth: A case for a matthew effect. Journal of Speech, Language, and Hearing Research: JSLHR, 58(3), 853–864. doi:10.1044/2015_JSLHR-L-13-0310
   PubMed Web of Science ®Google Scholar
• Every student succeeds act, 20 U.S.C. § 6301. Retrieved from https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
   Google Scholar
• Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3–17. doi:10.1037/0022-0663.88.1.3
   Web of Science ®Google Scholar
• Gershenson, S., & Hayes, M. S. (2017). The summer learning of exceptional students. American Journal of Education, 123(3), 447–473. doi:10.1086/691226
   Web of Science ®Google Scholar
• Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293–304. doi:10.1177/00222194050380040301
   PubMed Web of Science ®Google Scholar
• Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2019). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children, 85(3), 329–346. doi:10.1177/0014402918795830
   Web of Science ®Google Scholar
• Hurwitz, S., Perry, B., Cohen, E., & Skiba, R. (2020). Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities. American Educational Research Journal, 57(2), 576–611. doi:10.3102/0002831219857054
   Web of Science ®Google Scholar
• IDEA. (2004). Individuals with disabilities education act, 20 U.S.C § 1400. Retrieved from https://sites.ed.gov/idea/regs/b/b/300.111
   Google Scholar
• Jacob, S., Decker, D. M., & Lugg, E. T. (2016). Ethics and law for school psychologists (7th ed.). New Jersey: Wiley.
   Google Scholar
• Justia. (1986). Alamo Heights Independent School District v State Board of Education, 790 F.2d 1153 (5th Cir. 1986). Retrieved from https://law.justia.com/cases/federal/appellate-courts/F2/790/1153/8431/
   Google Scholar
• Justia. (2012). Jackson Johnson v. District of Columbia. No. 1:2011cv00894 - Document 27 (D.D.C. 2012). Retrieved from https://law.justia.com/cases/federal/district-courts/district-of-columbia/dcdce/1:2011cv00894/148165/27/
   Google Scholar
• Kim, J. S., & Quinn, D. M. (2013). The effects of summer reading on low-income children’s literacy achievement from kindergarten to grade 8: A meta-analysis of classroom and home interventions. Review of Educational Research, 83(3), 386–431. doi:10.3102/0034654313483906
   Web of Science ®Google Scholar
• Kohli, N., Sullivan, A.L., Sadeh, S., & Zopluoglu, C. (2015). Longitudinal mathematics development of students with learning disabilities and students without disabilities: A comparison of linear, quadratic, and piecewise linear mixed effects models. Journal of School Psychology, 53(2), 105–120. doi:10.1016/j.jsp.2014.12.002
   PubMed Web of Science ®Google Scholar
• Kuhfeld, M., Condron, D. J., & Downey, D. B. (2021). When does inequality grow? A seasonal analysis of racial/ethnic disparities in learning from kindergarten through eighth grade. Educational Researcher, 50(4), 225–238. https://doi.org/10.3102/0013189X20977854
   Web of Science ®Google Scholar
• Lazarus, S. S., Albus, D., & Thurlow, M. L. (2010). 2013-2014 Publicly reported assessment results for students with disabilities and ELLs with disabilities (NCEO Report 401) Retrieved from https://nceo.umn.edu/docs/OnlinePubs/Report401/NCEOReport401.pdf.
   Google Scholar
• Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309–1319.
   PubMed Web of Science ®Google Scholar
• McCombs, J. S., Augustine, C. H., Schwartz, H. L., Bodilly, S. J., McInnis, B., Lichter, D. S., & Cross, A. B. (2011). Making summer count how summer programs can boost children’s learning. RAND Corporation.
   Google Scholar
• Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of Learning Disabilities, 44(5), 472–488.
   PubMed Web of Science ®Google Scholar
• National Assessment of Educational Progress. (2019). Retrieved from https://www.nationsreportcard.gov/ndecore/xplore/NDE
   Google Scholar
• National Center for Education Statistics. (2017). Common core of data.
   Google Scholar
• National Center for Education Statistics. (2020). Students with disabilities. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp
   Google Scholar
• National Council on Disability. (2018). Every student succeeds act and students with disabilities. Retrieved from https://ncd.gov/sites/default/files/NCD_ESSA-SWD_Accessible.pdf
   Google Scholar
• No Child Left Behind Act of (2001). P.L. 107-110, 20 U.S.C. § 6319.
   Google Scholar
• Office for Civil Rights. (2020). Protecting students with disabilities. Retrieved from https://www2.ed.gov/about/offices/list/ocr/504faq.html
   Google Scholar
• Oslund, E.L., Hagan-Burke, S., Taylor, A.B., Simmons, D.C., Simmons, L., Kwok, O., … Coyne, M.D. (2012). Predicting kindergartners’ response to early reading interventions: An examination of progress-monitoring measures. Reading Psychology, 33(1-2), 78–103. doi:10.1080/02702711.2012.630611
   Google Scholar
• Queenan, R. (2015). School’s out for summer. But should it be? Journal of Law & Education, 44, 165–197.
   Google Scholar
• Quinn, D. M., Cooc, N., McIntyre, J., & Gomez, C. J. (2016). Seasonal dynamics of academic achievement inequality by socioeconomic status and race/ethnicity: Updating and extending past research with new national data. Educational Researcher, 45(8), 443–453. doi:10.3102/0013189X16677965
   Web of Science ®Google Scholar
• Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. (2019). HLM 8 for Windows [Computer software]. Chapel Hill: Scientific Software International, Inc.
   Google Scholar
• Reed, D.K., Aloe, A.M., Reeger, A.J., & Folsom, J.S. (2019). Defining summer gain among elementary students with or at risk for reading disabilities. Exceptional Children, 85(4), 413–431. doi: 1177/0014402918819426
   Web of Science ®Google Scholar
• Reed, D.K., Cook, K.M., & Aloe, A.M. (2020). A cost-benefit analysis of summer reading programs implemented under state guidelines. Educational Policy, 34(4), 594–618. doi:10.1177/0895904818802112
   Web of Science ®Google Scholar
• Rosenberg, M. S., Sindelar, P. T., & Hardman, M. L. (2004). Preparing highly qualified teachers for students with emotional or behavioral disorders: The impact of NCLB and IDEA. Behavioral Disorders, 29(3), 266–278. doi:10.1177/019874290402900308
   Web of Science ®Google Scholar
• Sabia, R., Thurlow, M.L., & Lazarus, S. S. (2020). Developing IEPs that support inclusive education for students with the most significant cognitive disabilities. TIES Center Brief, (series: 3), 1–8. https://files.tiescenter.org/files/jfFmPnDMMY/ties-brief-3
   Google Scholar
• Schochet, O. N., Johnson, A. D., & Phillips, D. A. (2020). The effects of early care and education settings on the kindergarten outcomes of doubly vulnerable children. Exceptional Children, 81(1), 27–53.
   Google Scholar
• Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The effects of special education on the academic performance of students with learning disabilities. Journal of Policy Analysis and Management, 40(2), 480–520. doi:10.1002/pam.22282
   Web of Science ®Google Scholar
• Solari, E. J., Petscher, Y., & Folsom, J. S. (2014). Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: Evidence from grades 3-10. Journal of Learning Disabilities, 47(4), 329–348.
   PubMed Web of Science ®Google Scholar
• Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. doi:10.1598/RRQ.21.4.1
   Web of Science ®Google Scholar
• Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford.
   Google Scholar
• Stelitano, L., Mulhern, C., Feistel, K., & Gomez-Bendaña, H. (2021). How are teachers educating students with disabilities during the pandemic? RAND Corporation, 2021. Retrieved from https://www.rand.org/pubs/research_reports/RRA1121-1.html
   Google Scholar
• Stevens, J. J., & Schulte, A. C. (2017). The interaction of learning disability status and student demographic characteristics on mathematics growth. Journal of Learning Disabilities, 50(3), 261–274.
   PubMed Web of Science ®Google Scholar
• Stevens, J. J., Schulte, A. C., Elliott, S. N., Nese, J. F. T., & Tindal, G. (2015). Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. Journal of School Psychology, 53(1), 45–62.
   PubMed Web of Science ®Google Scholar
• Stevens, J. J. (2018). Did you know? Research note 15. National Center on Assessment and Accountability for Special Education. Retrieved from https://www.ncaase.com/docs/15_DYK_Interaction_LDxEL.pdf
   Google Scholar
• Supreme Court.gov. (2017). No. 15–827 Endrew F. v. Douglas County School District. 580 US. Retrieved from https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
   Google Scholar
• Tatgenhorst, A., Norlin, J.W., & Gorn, S. (2014). The answer book on special education law 6th edition. Palm Beach Gardens, FL: LRP Publications.
   Google Scholar
• Thum, Y. M., & Hauser, C. H. (2015). NWEA 2015 MAP norms for student and school achievement status and growth. NWEA Research Report. NWEA.
   Google Scholar
• Thum, Y. M., & Kuhfeld, M. (2020). NWEA 2020 MAP growth norms for students and school achievement status and growth. NWEA Research Report. NWEA.
   Google Scholar
• Tindal, G., & Anderson, D. (2019). Changes in status and performance over time for students with specific learning disabilities. Learning Disability Quarterly, 42(1), 3–16. doi:10.1177/0731948718806660
   Web of Science ®Google Scholar
• U.S. Department of Education. (2017). Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1 (pp. 1–9). Washington, DC. Retrieved from https://sites.ed.gov/idea/files/qa-endrewcase-12-07-2017.pdf
   Google Scholar
• U.S. Department of Education. (2021). Our nation’s English Learners: What are their characteristics? Retrieved from https://www2.ed.gov/datastory/el-characteristics/index.html
   Google Scholar
• von Hippel, P. T., & Hamrock, C. (2019). Do test score gaps grow before, during, or between the school years? Measurement artifacts and what we can know in spite of them. Sociological Science, 6, 43–80. doi:10.15195/v6.a3
   Web of Science ®Google Scholar
• von Hippel, P.T., Workman, J., & Downey, D.B. (2018). Inequality in reading and math skills form mainly before kindergarten: A replication, and partial correction, of “Are Schools the Great Equalizer? Sociology of Education, 91(4), 323–357. doi:10.1177/0038040718801760
   Web of Science ®Google Scholar
• Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51(6), 612–624.
   PubMed Web of Science ®Google Scholar
• Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106. doi:10.1177/001440291107800106
   Web of Science ®Google Scholar
• Wei, X., Lenz, K. B., & Blackorby, J. (2013). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), 154–165. doi:10.1177/0741932512448253
   Web of Science ®Google Scholar
• Wise, S. L., Pastor, D. A., & Kong, X. J. (2009). Correlates of rapid-guessing behavior in low-stakes testing: Implications for test development and measurement practice. Applied Measurement in Education, 22(2), 185–205. doi:10.1080/08957340902754650
   Web of Science ®Google Scholar