Abstract
This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance. Findings indicate that only 56% of students with EBD participate in statewide assessment. Only 44% of those met proficiency standards. Implications relate to classification of differences by subgrouping of students with EBD.
Subject
Clinical Psychology,Developmental and Educational Psychology,Education
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献