Learning Disabilities and Performance on the Pennsylvania System of School Assessment

Abstract

The No Child Left Behind Act mandates all students in schools receiving Title I funds show proficiency in reading by 2014. This stricture applies to students with diagnosed learning disabilities as well as to students without learning disabilities. Multiple regression analyses on data for seniors attending a Grade 9-12 predominately white, comprehensive vocational-technical school indicated that, when absenteeism, socioeconomic status, and sex were held constant, the 26 students with diagnosed learning disabilities scored 246.7 points lower on the Pennsylvania System of School Assessment Reading subtest (n = 107) and 214.4 points lower on the Pennsylvania System of School Assessment Mathematics subtest (n = 106) than students not so diagnosed, and the 27 students diagnosed with learning disabilities scored 126.3 points lower on the Writing subtest (n= 114) than students not so diagnosed.

Neurodevelopmental multimorbidity and educational outcomes of Scottish schoolchildren: A population-based record linkage cohort study

“…Chronic neurodevelopmental disorders have been associated with poorer school outcomes [ 21 ]; however, previous studies reporting educational outcomes for children with neurodevelopmental disorders have tended to focus only on individual conditions such as ASD [ 22 , 23 ], ADHD [ 24 , 25 ], depression [ 26 , 27 , 28 ], and intellectual disability [ 29 , 30 ]. As a result, there is a paucity of literature reporting outcomes for children with coexisting neurodevelopmental conditions [ 31 – 33 ].…”