{"id":12470,"date":"2022-06-27T11:49:03","date_gmt":"2022-06-27T15:49:03","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=12470"},"modified":"2022-06-27T11:49:03","modified_gmt":"2022-06-27T15:49:03","slug":"star-assessment-participation-and-star-reading-and-math-performance-of-k-8-students-receiving-special-education-services-in-the-school-district-of-philadelphia-winter-2021-22","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2022\/06\/27\/star-assessment-participation-and-star-reading-and-math-performance-of-k-8-students-receiving-special-education-services-in-the-school-district-of-philadelphia-winter-2021-22\/","title":{"rendered":"Star Assessment Participation and Star Reading and Math Performance of K-8 Students Receiving Special Education Services in the School District of Philadelphia, Winter 2021-22"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]The School District of Philadelphia Board of Education\u2019s Goals 1-3 are focused on improving the reading and math performance of grades K-8 students on the ELA and Math PSSA tests, both for students overall and for student subgroups. This data brief examines the participation and performance of K-8 students who qualify to receive Special Education services on the Winter 2021-22 within-year Star reading and math assessments.<\/p>\n<p>Key findings include:<\/p>\n<ul>\n<li>75% of K-8 students who qualify to receive Special Education services participated in the Winter 2021-22 within-year reading and math assessments.<\/li>\n<li>About 9% of participating students performed At or Above Benchmark in reading in Winter 2021-22.<\/li>\n<li>About 4% of participating students scored At or Above Benchmark in math in Winter 2021-22.<\/li>\n<li>Performance varies by primary disability type, but is lower than District-wide for all disability types.<\/li>\n<\/ul>\n<p>Use the button to download the data brief.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE BRIEF&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2022%2F06%2FWinter-2021-22-Star-Performance-Special-Educaton-June-2022.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The School District of Philadelphia Board of Education\u2019s Goals 1-3 are focused on improving the reading and math performance of grades K-8 students on the ELA and Math PSSA tests, both for students overall and for student subgroups. This data brief examines the participation and performance of K-8 students who qualify to receive Special Education services on the Winter 2021-22 within-year Star reading and math assessments.<\/p>\n","protected":false},"author":103956,"featured_media":12482,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[280,134,130,268,341,353],"tags":[325,321],"class_list":["post-12470","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessments","category-equity","category-literacy","category-math","category-special-education","category-star","tag-6-8","tag-k-5"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/12470","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=12470"}],"version-history":[{"count":2,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/12470\/revisions"}],"predecessor-version":[{"id":12486,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/12470\/revisions\/12486"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/12482"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=12470"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=12470"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=12470"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}