A Study of the Academic Progress of Students with Disabilities in Urban Public Middle Schools in Georgia

Autor/in	Livingston, Zuleika S.
Titel	A Study of the Academic Progress of Students with Disabilities in Urban Public Middle Schools in Georgia
Quelle	(2010), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-6443-7
Schlagwörter	Hochschulschrift; Dissertation; Achievement Gap; Middle School Students; Academic Achievement; Disabilities; Grade 6; Grade 8; Grade 7; Urban Schools; Standardized Tests; School Districts; Reading Achievement; Mathematics Achievement; Public Schools; Criterion Referenced Tests; Comparative Analysis; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Handicap; Behinderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; School district; Schulbezirk; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule
Abstract	The purpose of this study was to examine the academic achievement of students with disabilities compared to students without disabilities on standardized assessments. This study collected archival data from urban middle schools in six school districts in the State of Georgia. Data was collected from students in grades six through eight on the reading and mathematics sections of the Criterion-Referenced Competency Test (CRCT). The results of the CRCT were analyzed to determine student achievement on the reading and mathematics sections of the CRCT to identify the gap in performance among students with disabilities and students without disabilities. The results of this study indicated that non-disabled students significantly outperformed disabled students in both reading and mathematics across all five years and all three grade levels on the CRCT. The achievement gap in mathematics was larger than the achievement gap in reading. Additionally, the results of this study also indicated that the size of the achievement gap between the two groups of students tended to vary across time. Also, significant decreases in the achievement gaps were found in 6 th and 7th grade mathematics and 8th grade reading. Conversely, significant increases in the achievement gaps were found in 6th and 7th grade reading and 8th grade mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10