A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities

Autor/in	Barnes, Randal
Titel	A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities
Quelle	(2018), (123 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Saint Louis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-2246-2
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Poverty; Socioeconomic Status; Social Capital; Safety; Standardized Tests; Scores; College Graduates; School Districts; Educational Policy; At Risk Students; Environmental Influences + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Armut; Socio-economic status; Sozioökonomischer Status; Sozialkapital; Sicherheit; Standadised tests; Standardisierter Test; Hochschulabsolvent; Hochschulabsolventin; School district; Schulbezirk; Politics of education; Bildungspolitik; Environmental influence; Umwelteinfluss
Abstract	Students with disabilities face challenges to academic success that can be exacerbated by the effects of poverty. In this study, Hierarchical Linear Modeling (HLM) was used to analyze the effects of socio-economic status, social capital, and threats to safety on literacy test scores for students with disabilities. Results of the analysis indicate that discipline rate had a significant effect on mean district scores on statewide standardized tests, but not on the impact of socio-economic status on test scores. Conversely, the percent of college graduates in a school district did not have a significant effect on district scores, but moderated the relationship between socio-economic status and test scores. The gap between lower and higher socio-economic groupings of students grew higher as the percent of college graduates in a district increased. Results of this analysis have implications for educational policy for students with disabilities who live in poverty. [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	2020/1/01