Date

9-2012

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Beth E. Ackerman

Primary Subject Area

Education, General; Education, Special; Education, Tests and Measurements; Education, Mathematics; Education, Educational Psychology; Education, Curriculum and Instruction; Education, Secondary; Education, Reading

Keywords

Amount of time, Emotional Behavior Disorders, Full-time equivalent, Special Education, Special Education Support Segments

Disciplines

Curriculum and Instruction | Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Science and Mathematics Education

Abstract

Researchers have extensively studied the effects of placement on academic and behavioral interventions for students with disabilities and have found varying results. A correlational research design was used to determine if there was a relationship between the level of special education support (amount of time spent with special education support) for students with emotional behavior disorders (EBD) and student achievement in reading and math as measured by performance on the Georgia Criterion Referenced Competency Test (CRCT). The study included 81 students with EBD in a small rural school district in Georgia in grades six through eight over the 2007-2008, 2008-2009, and 2009-2010 school years. The results of this study indicated that there is little relationship between the level of special education instructional support and the academic achievement in reading and math of students with EBD. Findings showed that student mean math scale scores were below the acceptable range of proficiency in all three-grade levels. Recommendations for practical application and future research were included.

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