3rd Grade: Mathematical Thinking Development of Third Grade Students Receiving Preschool Special Education at Age 4

Preschool Programs & Services

As Expected

Needs Development

Related Services Only

91%

9%

Special Education Itinerant Teacher Services Only (SEIT)

88%

12%

SEIT and Related Services

74%

26%

Special Class in an Integrated Setting

83%

17%

Special Class

69%

31%

Total for Preschool Cohort

80%

20%

Total for Preschool Cohort, excluding Big 5

89%

11%

Total for Comparison Cohort who did not receive Preschool Special Education

84%

16%

Scores reflect 3rd grade students with disabilities performing As Expected or Needing Development in comparison to typical 3rd graders, as measured by the Work Sampling System ®

Notes: In total, the comparison cohort at third grade appears to slightly less often need development on mathematical thinking than the preschool cohort. Compared with Kindergarten development, there has been some lessening of development regarding mathematical thinking among the preschool cohort on this measure.

Drilling down into the data shows that other variables are at work...

  • Specific categories of preschool special education programs and services reflect different outcomes. 3rd grade students formerly served with preschool Related Services Only scored As Expected 91% of the time, while students formerly served in preschool Special Class scored As Expected only 69% of the time.
  • The N/RC of the school district also makes a difference. Excluding data from the Big Five Cities, the preschool cohort third graders scored As Expected 89% of the time.

Preliminary summary of findings
Source: independent research by MGT of America, Inc.

NYSED VESID, DVJ

Oct. 3, 2007