Open Access Peer-reviewed Research Article

Main Article Content

Jamie Heintz Benson
John R Slate corresponding author
George W Moore
Cynthia Martinez-Garcia
Frederick C Lunenburg

Abstract

In this investigation, the mathematics performance of Grades 3 through 8 students who were enrolled in special education and who were assigned to a Discipline Alternate Education Program placement was addressed.  Four years of Texas statewide data were analyzed by the number of days (i.e., 1-30 days, 31-60 days, and more than 60 days) students in special education received this discipline consequence.  Across all four school years and for all six grade levels, mathematics performance decreased as students spent more days in this discipline consequence.  Implications of these findings are discussed, along with recommendations for future research.

Keywords
special education, Discipline Alternative Education Program placement, mathematics achievement, grade 3, 4, 5, 6, 7 and 8, school years 2012-2013, 2013-2014, 2014-2015 and 2015-2016

Article Details

How to Cite
Benson, J., Slate, J., Moore, G., Martinez-Garcia, C., & Lunenburg, F. (2019). Mathematics Achievement and Disciplinary Alternative Education Program Placement of Grades 3 Through 8 Students with Disabilities: A Texas Statewide, Multiyear Examination. Advances in Educational Research and Evaluation, 1(1), 12-23. https://doi.org/10.25082/AERE.2019.01.003

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