Free research paper on the different between special education mathematics scores in maryland- maryland

The difference between Special education mathematics scores in Maryland- Maryland School Assessment (MSA) and Virginia-Standards of Learning (SOL) is attributed to the expectations of what the students should discern. In particular, for Virginia-Standards of Learning (SOL), the standardized tests are used to highlight learning weaknesses and strengths and to measure the competencies (Commonwealth of Virginia, 2012). Equally, the tests offer information to parents on child’s expected skills. The Virginia public schools institute minimum expectations for what a student know and therefore able to accomplish at the end of every grade in mathematics
In fact, the mathematics test scores form the basis of assessment of student’s performance as well as that of teachers (US Department of State, 2012). Rickets (2010) asserts that the Virginia’s mathematical SOL content is specifically substantial in signifying the relationship students’ grades and their test scores. Further, variables like gender, socio economic status, ethnicity and disability significantly influence mathematical SOL test scores. Correspondingly, the SOL is essential in describing the commonwealth’s expectations to those of grade K-12 students. It thus details precisely the knowledge and skills that every student must possess in mathematics. Teachers use the scores of SOL tests to align class instructions with those of commonwealth standards (The Family Liaison Office, 2010).
On the contrary, Maryland School Assessment (MSA) is an annual initiative administered in 3 to 8 grades meant for general improvement of students ‘ grades in mathematics as well as in other courses. In Maryland, disabled students are involved in ether MSA, in Mod-MSA or in alternate-MSA as guided by a student’s Individualized Education Program (IEP) team.

Simply, is actualizes the federal requirements on No Child Left Behind (Maryland State Department of Education, 2003). The MSA is administered to increase the scores in mathematics and to continuously achieve the closure of achievement gaps among special services and racial subgroups. The mathematics test score is helps in measuring how better a student has performed in mathematics in curriculum formulated by the State. Further, the students with emotional disturbance lag behind other disability groups. They spend more time in general education classes. They however have higher achievement scores in mathematics. Similarly, students with emotional and behavioural disabilities (EBD) have the highest dropout rate and create behavioural challenges for schools (Elaine et. al. 2011). Students with Attention-deficit/hyperactivity disorder (ADHD) achieve lower scores on retention, graduation, grade point average as well as on Florida Comprehensive Assessment Test (Bussing et. al. 2012). This is not the case with students without ADHD.

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