Using restricted-use data from the 2011 NAEP Mathematics Assessment and advanced statistical analyses, the current study examined the relationship between mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. Additionally, the study examined whether that relationship differed for students with and without disabilities, a vital concern with the continued focus of equity in mathematics education. Lastly, the study examined the relationships between principal-reported time spent on the different NAEP-defined roles and responsibilities of MCSs and fourth-grade students’ mathematics achievement. Findings, implications, and future research will be shared and discussed.

Session Type: Brief Research Report