University of Oregon

Article Published: Achievement Gaps for Students with Disabilities: Stable, Widening, or Narrowing on a State-wide Reading Comprehension Test?

Achievement Gaps for Students with Disabilities: Stable, Widening, or Narrowing on a State-wide Reading Comprehension Test?
Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students (AG).
     Schulte, Ann C., Stevens, Joseph J., Elliott, Stephen N., Tindal, G., & Nese, Joseph F. T. (2016). Achievement gaps for
     students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test? American
     Psychological Association.
     Achievemnet Gaps for Students with Disabilities_Schulte_Stevens_ETAL