TY  - JOUR
AB  - 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.
AU  - Guarino, Cassandra
AU  - Bargagliotti, Anna
AU  - Smith, Tom
AU  - Kang, Hana
AU  - Li, Yiwang
PY  - 2024
ST  - Did Mathematics Achievement Gaps for Students with Disabilities Widen after the Introduction of the Common Core and its Aligned Assessments?
TI  - Did Mathematics Achievement Gaps for Students with Disabilities Widen after the Introduction of the Common Core and its Aligned Assessments?
UR  - http://www.edworkingpapers.com/ai24-1077
ER  -