Mathematics achievement and Disciplinary Alternative Education Program placement of grades 3 through 8 students with disabilities: A Texas statewide, multiyear examination

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.