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Math course taking and achievement among secondary students with disabilities: Exploring the gap in achievement between students with and without disabilities.

dc.contributor.advisorLeone, Peter Een_US
dc.contributor.advisorMcLaughlin, Margaret Jen_US
dc.contributor.authorWilson, Michaelen_US
dc.date.accessioned2008-06-20T05:37:04Z
dc.date.available2008-06-20T05:37:04Z
dc.date.issued2008-05-09en_US
dc.identifier.urihttp://hdl.handle.net/1903/8170
dc.description.abstractThe purpose of this study was to extend school effects research to explore the influence of specific school-level factors on the math course-taking behaviors of students with disabilities and to determine whether the level of math courses taken affects the math achievement of students with disabilities. I also sought to examine these effects relative to the performance of students without disabilities. I analyzed school and student level data for 6,398 students in 608 schools from the Education Longitudinal Study of 2002. Using a 2-level hierarchical linear model, I found that school composition and curriculum structure affect the average 12th grade math achievement of students with disabilities. I also found an association between curriculum structure and advanced math course-taking by students with disabilities. I discuss the implications of these findings on policy and future research.en_US
dc.format.extent821754 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.titleMath course taking and achievement among secondary students with disabilities: Exploring the gap in achievement between students with and without disabilities.en_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentSpecial Educationen_US
dc.subject.pqcontrolledEducation, Specialen_US
dc.subject.pqcontrolledEducation, Mathematicsen_US
dc.subject.pqcontrolledEducation, Curriculum and Instructionen_US


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