Author's Keywords: student disability, school choice, charter schools, student achievement	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p109481_index.html Direct Link: HTML Code:

Garcy, Anthony. "Students with Disabilities: Achievement Test Score Differences and Charter School Attendance." Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p109481_index.html>

Garcy, A. M. , 2004-08-14 "Students with Disabilities: Achievement Test Score Differences and Charter School Attendance." Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p109481_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: The purpose of this study was to analyze data on students with disabilities in school choice programs (i.e. charter schools). The analyses compared the test performance profiles of students with disabilities in public charter schools to those enrolled in traditional public schools. Student level math, reading and writing test data from the 2002 Arizona’s Instrument to Measure Standards (AIMS) were used. Independent samples t-tests and weighted least squares regression were used to investigate the research questions. This study provides several important sets of findings. The first set of analyses assessed whether the profiles of the average exceptional student attending charter schools and TPS differed. In short, they did. Specifically, the results of the demographic analyses indicated that special education charter school students were disproportionately white and were predominately classified as having a learning and/or an emotional disability. In contrast, special education students who attended a TPS were disproportionately economically disadvantaged, disproportionately Hispanic and disproportionately classified as having limited English proficiency. Additionally, larger proportions of TPS students had a language disability or were severely disabled. The analyses suggested that aside from learning and/or emotional disability, more significant disability categories were poorly represented in charter schools. Moreover, it was clear that students with disabilities who took the AIMS test were disproportionately enrolled in the traditional public schools. The regression models investigated the relationship between raw test scores, charter school attendance and specific disability type independent of the student’s other characteristics. These models allowed us to better identify the unique effect of charter school attendance on student test performance. Taken together they offer very weak support for the claim of a distinct performance advantage to charter school attendance in relation to special education students. The multivariate regression models showed few statistically significant differences between the disability groups of analytic interest. Moreover, it is clear that race/ethnicity, gender, LEP status and migratory status effect test scores independently of the type of school the student attends.

Revenue, Expenditure, and Student Achievement: Examining School Choice and Charter Schools

Hierarchical Linear Modeling (HLM) Analysis of Student Growth in Secondary Education Mathematics: A School-Based Application of Growth Modeling