@EdWorkingPaper{ai24-1077,
title = "Did Mathematics Achievement Gaps for Students with Disabilities Widen after the Introduction of the Common Core and its Aligned Assessments?",
author = "Cassandra Guarino, Anna Bargagliotti, Tom Smith, Hana Kang, Yiwang Li",
institution = "Annenberg Institute at Brown University",
number = "1077",
year = "2024",
month = "October",
URL = "http://www.edworkingpapers.com/ai24-1077",
abstract = {This study addresses the important yet underexplored question of whether the Common Core State Standards in Mathematics, which emphasize critical thinking and problem-solving, as well as the computer-based assessments aligned with the Common Core, have facilitated or hindered learning for students with disabilities. By analyzing administrative data from a large county in California, we track mathematics achievement trends before and after the implementation of the Common Core. Our findings show a significant widening of the achievement disparity in mathematics between students with and without disabilities, suggesting that the Common Core and computerized assessments disproportionately affected students with disabilities.},
}