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A Comparison of Special Education Students' Triennial Norm-Referenced Academic Achievement before and during COVID-19

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Title: A Comparison of Special Education Students' Triennial Norm-Referenced Academic Achievement before and during COVID-19
Language: English
Authors: Adam B. Lockwood (ORCID 0000-0002-2015-247X), Nicholas Benson (ORCID 0000-0001-8180-4243), Ryan L. Farmer, Kelsey Klatka, Kristen Lilly
Source: Remedial and Special Education. 2024 45(4):203-215.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: COVID-19, Pandemics, Achievement Gains, Academic Achievement, Students with Disabilities, Norm Referenced Tests, Elementary Secondary Education, Academic Ability, Achievement Tests
Assessment and Survey Identifiers: Woodcock Johnson Tests of Achievement
DOI: 10.1177/07419325231199272
ISSN: 0741-9325
1538-4756
Abstract: Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the Woodcock-Johnson IV Tests of Achievement. Findings revealed that participants fell further behind proficiency expectations in the areas of decoding, spelling, and math calculation skills. Academic proficiency was found to differ markedly from normative expectations for typical same-age peers across tests, both prior to and during the COVID-19 pandemic. While academic proficiency was more like that of a clinical sample of students with learning disabilities, moderate to large differences in the sample means of most tests suggest that COVID-19 has had a negative impact on academic achievement.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433069
Database: ERIC
FullText Text:
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  Data: A Comparison of Special Education Students' Triennial Norm-Referenced Academic Achievement before and during COVID-19
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adam+B%2E+Lockwood%22">Adam B. Lockwood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2015-247X">0000-0002-2015-247X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicholas+Benson%22">Nicholas Benson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8180-4243">0000-0001-8180-4243</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+L%2E+Farmer%22">Ryan L. Farmer</searchLink><br /><searchLink fieldCode="AR" term="%22Kelsey+Klatka%22">Kelsey Klatka</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+Lilly%22">Kristen Lilly</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2024 45(4):203-215.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Norm+Referenced+Tests%22">Norm Referenced Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Woodcock+Johnson+Tests+of+Achievement%22">Woodcock Johnson Tests of Achievement</searchLink>
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  Data: 10.1177/07419325231199272
– Name: ISSN
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  Group: ISSN
  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the Woodcock-Johnson IV Tests of Achievement. Findings revealed that participants fell further behind proficiency expectations in the areas of decoding, spelling, and math calculation skills. Academic proficiency was found to differ markedly from normative expectations for typical same-age peers across tests, both prior to and during the COVID-19 pandemic. While academic proficiency was more like that of a clinical sample of students with learning disabilities, moderate to large differences in the sample means of most tests suggest that COVID-19 has had a negative impact on academic achievement.
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  Data: 2024
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  Data: EJ1433069
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        Value: 10.1177/07419325231199272
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 203
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Norm Referenced Tests
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Woodcock Johnson Tests of Achievement
        Type: general
    Titles:
      – TitleFull: A Comparison of Special Education Students' Triennial Norm-Referenced Academic Achievement before and during COVID-19
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            NameFull: Adam B. Lockwood
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            NameFull: Nicholas Benson
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            NameFull: Ryan L. Farmer
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            NameFull: Kelsey Klatka
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            NameFull: Kristen Lilly
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              M: 08
              Type: published
              Y: 2024
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            – TitleFull: Remedial and Special Education
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