Educational policy mandates student participation in statewide accountability
assessments with the expectation that students achieve proficiency on content objectives.
Demonstrating proficiency may be most difficult for students with an Emotional
Disturbance (ED) who experience poor school outcomes. This study examined the
participation and performance of students with ED on a regular statewide accountability
assessment in math and examined the relationship between student and school level
factors to student participation and performance. In the study, 34% of the students with
ED participated and met proficiency standards on the regular statewide assessment in
math. Student level factors examined were grade level, gender, ethnicity, and
intelligence. School level factors were school-wide socioeconomic status and
instructional setting for math; ethnicity, intelligence, and instructional setting associated
with participation; grade level, ethnicity, and intelligence associated with performance.
Level of intelligence was the only factor predictive of both participation and
performance on the regular statewide accountability assessment in math.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-3170 |
| Date | 15 May 2009 |
| Creators | Harvey, Kimberly Temple |
| Contributors | Vannest, Kimberly J. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, application/pdf, born digital |
Page generated in 0.002 seconds