Math Growth Trajectories of Students with Disabilities: Disability Category, Gender, Racial, and Socioeconomic Status Differences from Ages 7 to 17

Abstract

This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement levels and slower growth in elementary school. In secondary school, however, the math growth rate slowed down and was similar for all students. Among students with disabilities, those with speech or visual impairments had the highest math achievement, and those with multiple disabilities or intellectual disability had the lowest. Relative to students with learning disabilities on calculation, growth rates for students with autism were significantly slower and those for students with speech impairments decelerated significantly faster. For students with disabilities, gender, White–Black, and socioeconomic status math achievement gaps were significant and stable over time, whereas White–Hispanic math achievement gaps widened over time.