The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed U.S. national data from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011 (ECLS-K:…

In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e.,…

Background/Context: As of Fall 2021, approximately 7.3 million students between the ages 6 to 21 were served under the Individuals with Disabilities Education Act, which accounts for approximately 15%of students in that age range (U.S. Department of Education, 2022). Students with disabilities receiving special education services are guaranteed a…

Elementary-age students with Individualized Education Programs (IEPs) tend to experience more challenges and demonstrate lower homework completion as compared with peers without IEPs. Parent involvement in homework can significantly improve a child's homework achievement, but little research has examined the factors associated with higher levels…

A better understanding of factors influencing who receives disability support services through an Individualized Education Program (IEP) or a Section 504 Accommodation Plan from the Rehabilitation Act of 1973 (504 plan) and when is needed. This study used administrative data from11,405 students enrolled in 121 Baltimore City Schools (51% male; 85%…

Parents play a central role in their child's development and learning. Parents of children with developmental disabilities have the added challenge of wading through additional services and engaging with professionals to support this process. As families navigate the educational system, this journey includes engaging with a team of people to…

Extended testing time is a common accommodation given to students with disabilities. However, little is known about whether students who are eligible for the accommodation actually use it, and with what effect. The present study used process data available from the digitally delivered 2017 National Assessment of Educational Progress (NAEP)…

The purpose of this study is to examine how the perceptions of school climate, specifically school relationships, differ for Black girls with and without an individualized education plan (IEP) as compared to their peers. The study utilized survey responses from high school students in a Georgia school district who participated in the 2020 Georgia…

In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories,…

Researchers suggest that parental involvement is important for parents of students with disabilities. While some research has examined parental involvement in the special education process, no research has investigated how general forms of parental involvement changes once a child begins to receive special education services. We consider various…

The federal McKinney-Vento Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. This ensures school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In Washington, the number of children and…

Using data from the 2015 "Dane County Youth Assessment" (n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post-high school aspirations. We identified significant IEP status × grades earned interactions in predicting students'…

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction…

The federal McKinney-Vento Act defines homelessness broadly in an effort to provide protections and supports for students living in a variety of unstable housing situations. This ensures school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In Washington, the number of children and…

Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student…