Less than 10 percent of eighth graders who
receive special education services scored proficient in reading in the National Assessment of Educational Progress tests.
Not exact matches
We find that having participated in Texas's targeted pre-K program is associated with increased
scores on the math and reading sections of the Texas Assessment of Academic Skills (TAAS), reductions in the likelihood of being retained in grade, and reductions in the probability of
receiving special education services.
We add to this literature by assessing the extent to which a large - scale public program, Texas's targeted pre-Kindergarten (pre-K), affects
scores on math and reading achievement tests, the likelihood of being retained in grade, and the probability that a student
receives special education services.
Before NCLB, states were not required to break out test
scores by socio - economic status, ethnicity, English language proficiency or whether students
received special education services.