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This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement levels and slower growth in elementary school. In secondary school, however, the math growth rate slowed down and was similar for all students. Among students with disabilities, those with speech or visual impairments had the highest math achievement, and those with multiple disabilities or intellectual disability had the lowest. Relative to students with learning disabilities on calculation, growth rates for students with autism were significantly slower and those for students with speech impairments decelerated significantly faster. For students with disabilities, gender, White–Black, and socioeconomic status math achievement gaps were significant and stable over time, whereas White–Hispanic math achievement gaps widened over time. [ABSTRACT FROM PUBLISHER]

The purpose of this quasi-experimental study was to (a) compare Tier 2 evidence-based intensive reading instruction to business-as-usual instruction for sixth graders with and without learning disabilities who were "far below" or "below" basic level in literacy and (b) explore the development of a response-to-intervention model in middle school. The study took place in a large inner-city urban setting, where 100% of students received free or reduced-price lunch and 90% of the students were considered English learners at some point in their school history. Intervention students received intensive small-group instruction for 30 hours across 10 weeks. Credential candidates in special education provided the small-group instruction in the treatment condition. Results on oral reading fluency, less so for Maze reading comprehension measures, indicated greater improvements for treatment students, and students with learning disabilities benefited as much or more than the other struggling sixth graders. Educational implications and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

Early and accurate identification of special needs, coupled with an appropriate course of treatment and educational plan, is important to academic progress, in particular for economically disadvantaged children with fewer family resources to catch up if they fall behind. A first step in improving mechanisms to promote early identification is to uncover factors influencing the timing of identification. This study investigates how early identification—defined as identification prior to kindergarten entry—varies by demographic characteristics. Using data from the California Department of Education, the authors find systematic differences in the timing of identification, even after adjusting for disability and other factors. Girls are less likely to be identified with special needs prior to kindergarten entry than boys. African Americans are less likely than children of other races to be identified early, despite disproportionately high overall identification rates. English learners are less likely than non-English learners to be identified early. [ABSTRACT FROM PUBLISHER]