Mathematics Achievement and Disciplinary Alternative Education Program Placement of Grades 3 Through 8 Students with Disabilities: A Texas Statewide, Multiyear Examination
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John R Slate
Abstract
In this investigation, the mathematics performance of Grades 3 through 8 students who were enrolled in special education and who were assigned to a Discipline Alternate Education Program placement was addressed. Four years of Texas statewide data were analyzed by the number of days (i.e., 1-30 days, 31-60 days, and more than 60 days) students in special education received this discipline consequence. Across all four school years and for all six grade levels, mathematics performance decreased as students spent more days in this discipline consequence. Implications of these findings are discussed, along with recommendations for future research.
Keywords
special education, Discipline Alternative Education Program placement, mathematics achievement, grade 3, 4, 5, 6, 7 and 8, school years 2012-2013, 2013-2014, 2014-2015 and 2015-2016
Article Details
How to Cite
Benson, J., Slate, J., Moore, G., Martinez-Garcia, C., & Lunenburg, F. (2019). Mathematics Achievement and Disciplinary Alternative Education Program Placement of Grades 3 Through 8 Students with Disabilities: A Texas Statewide, Multiyear Examination. Advances in Educational Research and Evaluation, 1(1), 12-23. https://doi.org/10.25082/AERE.2019.01.003
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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