Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities

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Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015, result): “Similar results occurred in mathematics, and findings echo analyses conducted on the Early Childhood Longitudinal Study–Kindergarten Cohort (U.S. Department of Education, 2000), which documented an ever-widening achievement gap for students with LD (e.g., Judge & Watson, 2011).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, methodology): “Judge and Watson [43] 5–11 Individually administered mathematics tests subject to item response theory (IRT) analysis Using longitudinal data from the U.”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “…mathematics performance in kindergarten make smaller gains in mathematics during elementary school (Jordan, Kaplan, Ramineni, & Locuniak, 2009; Judge & Watson, 2011), and 95% of students identiﬁed with a mathematics learning disability before ﬁfth grade continue to struggle with mathematics…”
Once, Sometimes, or Always in Special Education (2015, background): “…Wei et al., 2011, 2013), most studies of growth in the SWD population have examined students in one or two disability classifications only, primarily students with speech or language impairments or learning disabilities (e.g., Francis et al., 1996; Judge & Watson, 2011; Morgan, Farkas, & Wu, 2011).”