Efforts to affect changes in student achievement through altering the manners in which schools operate have been countless. However, there are few empirical studies on the relationship between these reform activities and student outcomes, especially outcomes for students with emotional disturbances from geographically diverse locations. The current study was a secondary analysis of data collected as part of the School and Community Study and the Urban School and Community Study conducted by the Research and Training Center for the Childrens Mental Health at the Louis de la Parte Florida Mental Health Institute at the University of South Florida. Both studies examined the relationship between student exposure to school restructuring efforts and change in academic and behavioral functioning.
The primary purpose of this study was to investigate the relationship between student outcomes and school reform activities and to compare students attending suburban/rural schools and students attending urban schools on academic achievement, psychopathology, and mental health service utilization. Using baseline data from the School and Community Study to match students from the Urban School and Community Study on the variables gender, income, and age; 66 matches (i.e., 132 students) comprised the study sample. Differences between the suburban/rural students and the matched sample of urban students were statistically significant in reading achievement, math achievement, functional impairment, and mental health service utilization. There were no significant differences between students on the variable of level of behavior problems, all of the students scoring in the clinical range.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-3916 |
| Date | 01 June 2005 |
| Creators | Harris, Karen Monk |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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