The purpose of this study was to analyze the results of New Jersey's March 2004 High School Proficiency Assessment (HSPA) and the 2001 Grade Eight Proficiency Assessment (GEPA) to recommend remediation opportunities for high school students with special needs. Student demographics and content area scores on the GEPA and HSPA were collected. The population included: special education students who took the March 2004 HSPA test, five mathematics and language arts special education teachers, and five Child Study Team members. An analysis of the test scores and student demographics resulted in extensive correlations and percentages used for comparison. The research revealed that the majority of special education students who sat for the test were partially proficient on the mathematics section, which mirrored the school's overall achievement. It was also discovered that the curriculum in certain math courses was not aligned with the material tested on the HSPA. The focus group questionnaire responses indicated that the mathematics department offered remediation to regular education students, but did little to address those with special needs. Future implications and recommendations for potential remediation in the areas of mathematics and language arts were discussed.
","abstract_html":"<p>The purpose of this study was to analyze the results of New Jersey's March 2004 High School Proficiency Assessment (HSPA) and the 2001 Grade Eight Proficiency Assessment (GEPA) to recommend remediation opportunities for high school students with special needs. Student demographics and content area scores on the GEPA and HSPA were collected. The population included: special education students who took the March 2004 HSPA test, five mathematics and language arts special education teachers, and five Child Study Team members. An analysis of the test scores and student demographics resulted in extensive correlations and percentages used for comparison. The research revealed that the majority of special education students who sat for the test were partially proficient on the mathematics section, which mirrored the school's overall achievement. It was also discovered that the curriculum in certain math courses was not aligned with the material tested on the HSPA. The focus group questionnaire responses indicated that the mathematics department offered remediation to regular education students, but did little to address those with special needs. Future implications and recommendations for potential remediation in the areas of mathematics and language arts were discussed.</p>","abstract_has_math":false,"creators":["Garrison, Diane L."],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Capasso, Ronald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05-31T07:00:00Z","date_published":"2005-05-31T07:00:00Z","updated_at":"2026-07-24T04:13:52Z","subjects":["Remedial teaching--New Jersey; Special education--New Jersey","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1001","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Capasso, Ronald"]},{"key":"dc:creator","label":"Author","values":["Garrison, Diane L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Remedial teaching--New Jersey; Special education--New Jersey","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1001"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to analyze the results of New Jersey's March 2004 High School Proficiency Assessment (HSPA) and the 2001 Grade Eight Proficiency Assessment (GEPA) to recommend remediation opportunities for high school students with special needs. Student demographics and content area scores on the GEPA and HSPA were collected. The population included: special education students who took the March 2004 HSPA test, five mathematics and language arts special education teachers, and five Child Study Team members. An analysis of the test scores and student demographics resulted in extensive correlations and percentages used for comparison. The research revealed that the majority of special education students who sat for the test were partially proficient on the mathematics section, which mirrored the school's overall achievement. It was also discovered that the curriculum in certain math courses was not aligned with the material tested on the HSPA. The focus group questionnaire responses indicated that the mathematics department offered remediation to regular education students, but did little to address those with special needs. Future implications and recommendations for potential remediation in the areas of mathematics and language arts were discussed.
"]},{"key":"dc:title","label":"Title","values":["Special education remediation programs promote HSPA success"]}]}],"canonical_facts":{"dc:contributor":["Capasso, Ronald"],"dc:creator":["Garrison, Diane L."],"dc:date.available":["2016-04-12T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to analyze the results of New Jersey's March 2004 High School Proficiency Assessment (HSPA) and the 2001 Grade Eight Proficiency Assessment (GEPA) to recommend remediation opportunities for high school students with special needs. Student demographics and content area scores on the GEPA and HSPA were collected. The population included: special education students who took the March 2004 HSPA test, five mathematics and language arts special education teachers, and five Child Study Team members. An analysis of the test scores and student demographics resulted in extensive correlations and percentages used for comparison. The research revealed that the majority of special education students who sat for the test were partially proficient on the mathematics section, which mirrored the school's overall achievement. It was also discovered that the curriculum in certain math courses was not aligned with the material tested on the HSPA. The focus group questionnaire responses indicated that the mathematics department offered remediation to regular education students, but did little to address those with special needs. Future implications and recommendations for potential remediation in the areas of mathematics and language arts were discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1001"],"dc:subject":["Remedial teaching--New Jersey; Special education--New Jersey","Elementary and Middle and Secondary Education Administration"],"dc:title":["Special education remediation programs promote HSPA success"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:13:52Z"}