scholarly journals Differences in Reading by the Economic Status of Texas Grade 4 Boys and Girls in Special Education: A Multiyear Statewide Investigation

2021 ◽  
Vol 2 (1) ◽  
pp. 16-38
Author(s):  
Matthew M. Pariseau ◽  
John R Slate ◽  
Frederick C. Lunenburg
Keyword(s):  
Special Education ◽  
Economically Disadvantaged ◽  
Economic Status ◽  
Information Management System ◽  
Reading Performance ◽  
Research Literature ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Education Agency

In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed.  Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students.  Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty.  Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.

Differences in the Reading Performance of Texas Grade 4 Students as a Function of Their Economic Status: A Multiyear, Statewide Analysis

2020 ◽  
Vol 3 (1) ◽  
pp. 83-102
Author(s):  
LaTracy Harris ◽  
John R. Slate ◽  
George Moore ◽  
Frederick C Lunenburg
Keyword(s):  
Economic Status ◽  
Information Management System ◽  
Reading Performance ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Step Effect ◽  
Texas Education ◽  
Education Agency ◽  
Reading Test Scores

In this study, the degree to which differences were present in the reading performance of Grade 4 Texas students as a function of their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was analyzed.  Data obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 students in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years examined, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present. The higher the degree of poverty, the lower student STAAR Reading test scores were. Finally, the higher the degree of poverty, the lower the percentages of students who met the passing standard on the STAAR Reading exam. Future research and implications for policy and practice are suggested.

scholarly journals Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

2021 ◽  
Vol 1 (3) ◽  
pp. 218-235
Author(s):  
Heather Hamilton ◽  
Frederick C. Lunenburg ◽  
John R. Slate ◽  
Wally Barnes
Keyword(s):  
Grade Level ◽  
English Language ◽  
Economic Status ◽  
Information Management System ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test.  Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design.  Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years.  Statistically significant results were present in all four school years for boys and girls.  In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard.  In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard.  Implications for policy and practice, as well as recommendations for future research, are provided.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

scholarly journals Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

2018 ◽  
Vol 15 (2) ◽  
pp. 109-119
Author(s):  
David S. Knight ◽  
David E. DeMatthews
Keyword(s):  
Special Education ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Texas Education Agency ◽  
Use Of Data ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
Education Report

Educational data offer a powerful tool for supporting equity. In this article, the authors call for a shift toward greater use of data in educator preparation programs. The authors motivate their proposal by highlighting findings from the Department of Education report released January 2018, which found that the Texas Education Agency systematically denied students special education services. The article outlines three basic metrics that stakeholders can use to identify potential noncompliance with the Individuals With Disabilities Education Act. The authors describe other ways data can be used to promote equity and close with recommendations for educator preparation policy and practice.

scholarly journals Lesbian, Gay, Bisexual, and Trans Aging in a U.K. Context: Critical Observations of Recent Research Literature

2019 ◽  
Vol 89 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Kathryn Almack ◽  
Andrew King
Keyword(s):  
Older Adults ◽  
Empirical Research ◽  
Evidence Base ◽  
Research Literature ◽  
Future Research ◽  
Policy And Practice ◽  
International Evidence ◽  
Care Systems ◽  
The Impact ◽  
People’S Perceptions

In this article, we provide critical observations of empirical research from leading U.K. researchers relating to the lives of lesbian, gay, bisexual, and trans older adults. We suggest learning that may be applied in differing global contexts as well as contributing to the development of an international evidence base. We illustrate the importance of paying attention to distinct health and care systems and legislation, which present global differences as well as similarities in terms of lesbian, gay, bisexual, and trans people’s perceptions and access to resources. With this contextual background, we then discuss the cutting-edge U.K. research in this field from 2010 onward. We identify key strengths including the contribution our evidence has made to policy and practice and the development of theoretical insights such as the impact of intersectionality. The article concludes with a discussion of future research in this field which has relevance at national and international levels.

Differences in Grade 3 Reading by the Economic Status of Students of Color: Much Cause for Concern

2019 ◽  
Vol 2 (4) ◽  
pp. 97-104
Author(s):  
Heather Hamilton ◽  
John Slate
Keyword(s):  
Black Students ◽  
Students Of Color ◽  
Economically Disadvantaged ◽  
Reading Assessment ◽  
Economic Status ◽  
The State ◽  
Future Research ◽  
School Year ◽  
Three Phase ◽  
Grade 3

The purpose of this study was to determine the degree to which the economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) of Grade 3 Hispanic students and Black students was related to their reading achievement.  Texas statewide data on the state-mandated reading assessment for the 2015-2016 school year were analyzed.  Inferential statistical procedures, used on statewide archival data, revealed statistically significant differences as a function of poverty for Hispanic and Black students.  Statistically significantly lower percentages of students of color who were economically disadvantaged met the three Phase-in standards on the state-mandated reading assessment than their counterparts who were not economically disadvantaged.  Given the importance of strong reading skills at Grade 3, our results are cause for concern.  Implications of these findings and recommendations for future research are discussed.

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

2017 ◽  
Vol 51 (3) ◽  
pp. 332-350 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
Special Education ◽  
Black Men ◽  
Special Education Teachers ◽  
Future Research ◽  
Alternate Route ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Core Components ◽  
Effective Choice

Many Black men interested in special education careers enroll in alternate route special education programs over traditional preparation programs. However, there is little research that focuses on their reasons for choosing special education alternate route programs and what makes these programs an effective choice for Black men pursuing teaching careers in special education. This qualitative study interviewed Black men regarding (a) reasons they chose an alternate route special education program, (b) core components of the program they found effective, and (c) support needs once they exited programming. Several themes emerged from this study and indicated that funding, targeted recruitment, and mentoring from Black faculty were among important factors for recruitment and retention. Recommendations for the field, implications and recommendations for policy and practice, and future research are also discussed.

Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models

2019 ◽  
Vol 41 (6) ◽  
pp. 341-351
Author(s):  
Jesse C. Suter ◽  
Michael F. Giangreco ◽  
Susan A. D. Bruhl
Keyword(s):  
Special Education ◽  
Special Educators ◽  
School Enrollment ◽  
Future Research ◽  
Full Time ◽  
Special Educator ◽  
Policy And Practice ◽  
Education Personnel ◽  
Special Education Paraprofessionals ◽  
Special Education Personnel

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

2020 ◽  
Vol 53 (5) ◽  
pp. 332-342
Author(s):  
Sheri Berkeley ◽  
David Scanlon ◽  
Tessie R. Bailey ◽  
Jason C. Sutton ◽  
Donna M. Sacco
Keyword(s):  
Special Education ◽  
Critical Role ◽  
Policy And Practice ◽  
Multiple Systems ◽  
State Education ◽  
Rti Implementation ◽  
Education Agency ◽  
Tiered System ◽  
Major Trend ◽  
State And Local

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

Natural Supports in the Workplace: The Jury is Still Out

1996 ◽  
Vol 21 (4) ◽  
pp. 155-173 ◽  
Author(s):  
David W. Test ◽  
Wendy M. Wood
Keyword(s):  
Supported Employment ◽  
Empirical Support ◽  
Research Literature ◽  
Future Research ◽  
Employment Policy ◽  
Policy And Practice ◽  
Research Areas ◽  
Natural Supports ◽  
Potential Problems ◽  
Potential Impact

The concept of natural supports was formally introduced to the field of supported employment in 1988. Since then, natural supports have been incorporated into supported employment policy as an extended service in the 1992 Rehabilitation Act Amendments. At the same time, numerous definitions of natural supports, as well as, strategies based on the concept of natural supports have been suggested. Considering the potential impact of natural supports on both supported employment policy and practice, we conducted a review of the research literature to document the contributions of strategies based on the concept of natural supports to supported employment. Although findings indicated a number of promising strategies, research is still needed. Results are discussed in terms of separating the concept of natural supports from strategies based on the concept of natural supports, future research areas, and the potential problems of having natural supports as policy without empirical support for practice.

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