Ever-SPED students started kindergarten with lower math and reading scores and grew less than never-SPED students during the kindergarten school year¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2026: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who were ever in special education began kindergarten with lower math and reading test scores than never-SPED students and grew less in both subjects during the kindergarten school year. → Angela Johnson 2021
Evidence¶
Angela Johnson 2021¶
Angela Johnson, Elizabeth Barker. (2021). Understanding differential growth during school years and summers for students in special education. NWEA Research Working Paper. https://www.nwea.org/research/publication/understanding-differential-growth-during-school-years-and-summers-for-students-in-special-education-paper/
q2 · i? · associational · r2
Longitudinal cohort study of 4,228 students followed for five years with up to three assessments per year, comparing "ever-SPED" and "never-SPED" students' within-year growth from kindergarten to 4th grade in math and reading.
"Although ever-SPED students started kindergarten with lower math and reading test scores and grew less in both subjects than never-SPED students during the kindergarten school year"
Discussion¶
Related Claims¶
- Ever-SPED students grew more than never-SPED students during the 1st and 2nd grade school years in math and the 1st, 3rd, and 4th grade school years in reading — related
- Ever-SPED students lost more learning than never-SPED students during every summer from kindergarten through 4th grade — related
- Test score disparities between ever-SPED and never-SPED students grew from under 0.4 standard deviations in kindergarten to 0.9 standard deviations in 4th grade — related
- Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ever-sped-lower-kindergarten-start-less-growth |
title |
Ever-SPED students started kindergarten with lower math and reading scores and grew less than never-SPED students during the kindergarten school year |
description |
Ever-SPED students started kindergarten with lower math and reading scores and grew less than never-SPED students during the kindergarten school year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
recheck_by |
2026 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — angela-johnson-2021 |
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