This study compares within- and across-years academic growth for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED) in grades K-4. Ever-SPED students grew more in math and reading than never-SPED students during many school years, but lost more learning during every summer than their peers, leading to expanding disparities. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.
This study reports achievement levels and fall-to-spring gains in grades K to 8 for three groups of English Learners (ELs): ever-ELs who were ever eligible for service; current-ELs who continue to require service; and dually-identified students eligible for both EL and Special Education services.
By: Angela Johnson
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.
By: Angela Johnson, Diana Mercado-Garcia