The article presents the results of a study on the influence that student population structure has on the development of learning skills in students with disabilities in higher education institutions of the cultural sector. The participants of the study were 226 students with disabilities in their 2nd to 6th years of university, from 43 higher education institutions in the field of culture and different training programs. As an indicator of the level of learning skills development in students with disabilities, we took the parameter of student academic performance, presented as an average grade (on a five-point assessment scale) following the results of midterm assessments. The population structure of students with disabilities in higher education institutions of the cultural sector included 15 parameters, the information on which was collected through an online survey. It is shown that the level of learning skills development in students with disabilities correlates with the indicators of the student population structure. The obtained results allow us to conclude that the structure of student population in higher educational institutions of the cultural sector influences the development of learning skills in students with disabilities.

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The article focuses on the empirical research on the relationship between the results of the individual academic achievements monitoring of the 9th grade students of Voronezh region general education establishments in Mathematics, Physics and Chemistry at the level of basic general education. It indicates and describes the stages, content, conditions and procedure of conducting the empirical study. While conducting the empirical study, in order to assess the correlation between the results of the monitoring of the 9th grade students' individual academic achievements in Mathematics, Physics and Chemistry at the level of basic general education, the following statistical methods were applied: correlation and regression analysis and one-way analysis of variance. These methods jointly allow identifying the internal connections and patterns of correlation between the results of the monitoring of the 9th grade students' individual academic achievements in Mathematics, Physics and Chemistry at the level of basic general education.

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