Ontario English-language Student Achievement and Growth in Math: Examining the Gap between Students with and without Disabilities
Bibliographic record
Abstract
This study analyzes the gaps in math achievement and growth between Ontario English-language students classified with and without disabilities. Some research suggests that early identification and intervention for math difficulty can reduce math gaps. Data come from merged Education Quality and Accountability Office (EQAO) and Early Development Instrument (EDI) datasets for the EDI 2005, 2006, and 2008 student cohorts. Descriptive and longitudinal multilevel model analyses indicate that students with disabilities show increasing math gaps between Grade 3 and Grade 6 and decreasing gaps between Grade 6 and Grade 9. The EQAO math score theta values used in this study are not vertically scaled scores but can reveal gaps in students’ capacity to meet provincial math curriculum expectations. The study’s findings demonstrate the importance of examining math gaps between students with and without disabilities to explain the overall decline in Ontario student math achievement between Grade 3 and Grade 6.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".