This study examined the participation rates and performance results of students
with emotional disturbance (ED) in a statewide reading assessment. Public school
districts in Texas use the Texas Assessment of Knowledge and Skills (TAKS) test in
assessing the reading performance of their students in grades 3 through 8 and in grade
10. Factors of gender, ethnicity, cognitive ability, school level socio-economic status and
instructional setting in reading were examined.
This study found that 58% of students with emotional disturbance enrolled in
grades 3 through 8 and in grade 10 participated in the 2007 TAKS reading assessment.
Implications include differences by sub grouping of students with ED. This study also
found that 44 % of those students with emotional and behavioral disorders enrolled in
the grades who took the test met proficiency standards on the TAKS reading assessment
in 2007.
Chi square analysis showed that there is a significant relationship between
students’ instructional setting in reading and both their participation in and their
performance on the TAKS Reading Assessment. Logistic regression analyses results showed that instructional setting in reading can be used as a predictor of both a student’s
participation in and performance on the TAKS Reading Assessment.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-3169 |
| Date | 15 May 2009 |
| Creators | Carr George, Catherine Elizabeth |
| Contributors | Vannest, Kimberly |
| 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 0.0017 seconds