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“Mind the Gap” for Students with Disabilities. Mary E. Yakimowski, Michael Faggella-Luby, and Michael Alfano University of Connecticut Presentation at the annual meeting for the American Educational Research Association New Orleans, LO April 2011. Office of Assessment. Purpose. - PowerPoint PPT Presentation
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“MIND THE GAP” FOR STUDENTS WITH DISABILITIES
Mary E. Yakimowski, Michael Faggella-Luby, and Michael AlfanoUniversity of Connecticut
Presentation at the annual meeting for the American Educational Research Association
New Orleans, LOApril 2011
Office of Assessment
Purpose
To examine differences over time between the performance of students with disabilities in comparison to their typically achieving peers.
A Great Education Begins with Great Teachers
Teachers for a New Era (TNE) - An initiative designed to improve teacher quality by
reforming outstanding teacher preparation programs
Carnegie Corporation of New YorkFord Foundation,
he Annenberg Foundation
Design Principles 1. Emphasize to preservice teachers the importance of demonstrating student achievement through evidence. 2. Fully integrate faculty from the liberal arts and sciences, enriching future teachers' general and subject matter knowledge. 3. Support will be extended to beginning teachers from their individual colleges and universities.
Focus on how the UConn Neag School of Education is examining K-12 performance
More specifically, we would like to examine the patterns of Connecticut’s grade 3-8 pupils of graduates of our Teaching Education Program as part of our Neag Assessment Plan through our Teachers for a New Era project
Examining Achievement Gap Theories
Delayed or Developmental LagAn initially lower reading achievement than
Students with No Disability (SND) but later accelerated growth as schooling continues (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996).
Deficit Model of Reading GrowthAn initially lower reading achievement yet
parallel growth over time when compared to SND (e.g., Catts, Bridges, Little &Tomblin, 2008; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996).
Examining Achievement Gap Theories
Cumulative Trajectory or Matthew Effect An increase in variability among growth trajectories over time as
SNDs start slow in reaching achievement and develop at slower rates than SNDs. Consequently, SWDs fall further behind as each year of school passes leading to a widening, rather than a closing achievement gap (Leppanen, Niemi, Aunola, & Nurmi, 2004) or Matthew Effect (Stanovich, 1986).
Examining Achievement Gap Theories
Method Subjects
Convenience sample of 5 districts employing Neag graduates 8,541 students with matched scores for three consecutive years
between 3rd Grade and 8th Grade 1:5 ratio of students with to students without disabilities
Analysis DV=Connecticut Mastery Test-Fourth Edition (CMT-4) Reading
Comprehension scores 2006-2008 IV=Grade span cohorts, SWD vs SND
Cohort 1: Grade 3, 4, 5 Cohort 2: Grade 6, 7, 8
Repeated Measures Analysis of Variance (RMANOVA)
Results support the Deficit Model of Reading Growth
Results
Overall reading scores are higher for 6th Grade cohort when compared to 3rd Grade cohort with improvement at each time point. Therefore: Both SWD & SND improve over time rather than plateau.
Statistically significant difference between SWD & SND reading scores at each time point Therefore: The achievement gap persists
Mean differences on the reading score gap between SWN & SND across each year for upper and lower grades NOT statistically significantly different Therefore: While the achievement gap persists, the gap does not appear
to grow larger over time supporting the Deficit Model of Read Growth.