Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities

Autor/inn/en	Gonzalez, Linda; Cramer, Elizabeth
Titel	Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities
Quelle	In: Journal of Urban Learning, Teaching, and Research, 9 (2013), S.112-123 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Student Placement; Graduation; Predictor Variables; High School Students; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Urban Schools; Grade 11; Grade 12; African American Students; Hispanic American Students; Sex; Race; Ethnicity; Enrollment; Dropouts; Academic Achievement; Discipline; Achievement Tests; Inclusion; Regression (Statistics); Correlation; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Schülerpraktikum; Abschluss; Graduierung; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; Gefühlsstörung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Ethnizität; Einschulung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Disziplin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Inklusion; Regression; Regressionsanalyse; Korrelation
Abstract	This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c) race/ethnicity, (d) grade, (e) current enrollment, (f) academic history, (g) behavioral history, (h) Florida Comprehensive Assessment Test (FCAT) performance, and (i) educational setting. Results indicated that a successful academic history was the only significant predictor of graduation potential when statistically controlling for all other variables. While at marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10