Limited quantitative research has examined similarities and differences between the academic achievement and discipline outcomes, including suspensions, of students with disabilities in rural and urban schools. Therefore, we leveraged a statewide longitudinal data set to explore academic achievement and discipline outcomes for students with disabilities in rural schools and compared those outcomes to students with disabilities in urban schools. We then followed up with analyses to evaluate differences by disability category. The full data set of students in urban and rural schools included 1,306,134 observations from 366,529 unique students with disabilities across 11 consecutive years. We used a series of linear mixed-effects models to evaluate academic achievement for students in Grades 3 to 8 and generalized linear mixed-effects models to evaluate two discipline outcomes, in- and out-of-school suspensions. Overall, we found that students with disabilities in rural schools had lower reading scores, fewer in-school suspensions, and more out-of-school suspensions. Unique patterns across disability categories also emerged.

中文翻译：

---

残疾学生在农村和城市环境中的成果

有限的定量研究检查了农村和城市学校残疾学生的学业成绩和学科成果（包括停学）之间的异同。因此，我们利用全州纵向数据集来探索农村学校残疾学生的学业成绩和学科成果，并将这些成果与城市学校的残疾学生进行比较。然后，我们进行分析以评估残疾类别的差异。城乡学校学生的完整数据集包括连续 11 年对 366,529 名残疾学生的 1,306,134 次观察。我们使用一系列线性混合效应模型来评估 3 至 8 年级学生的学业成绩，并使用广义线性混合效应模型来评估两个学科成果，即校内和校外停学。总体而言，我们发现农村学校的残疾学生阅读分数较低，校内停课较少，校外停课较多。不同残疾类别的独特模式也出现了。