Universal Design Element Utilization and Mathematics Performance: Implications for Diverse Student Populations

Abstract

This empirical research study investigates the relationship between the utilization of Universal Design (UD) elements and math performance among eighth graders. We analyzed 2017 National Assessment of Educational Progress process data using Poisson Generalized Linear Mixed-Effects Models to examine how the frequency of UD element usage varies across diverse student demographics. Our findings reveal a great divide: lower achievers, students with disabilities, those from lower socioeconomic backgrounds, English Language Learners, and African American students predominantly use text-to-speech, whereas high achievers more frequently employ digital pencils (which allow for manual writing or drawing on the screen) and elimination capacity (which enables students to dismiss incorrect multiple-choice answers). Linear Mixed-Effects Models show that higher levels of utilization of digital pencils and elimination capacity are correlated with improved math performance across various student subgroups. However, frequent changes in color themes, intended to enhance visual differentiation, were associated with lower performance, suggesting that these might serve as distractions rather than aids for some students. We discuss the implications of the findings in terms of the design of UD elements, as well as for equity, accessibility, and math education more broadly.