A Study of the Effect of Kindergarten Entrance Age on the Referral and Placement Rate into the Exceptional Children's Program

Autor/in	Jordan, Wendy Kelly
Titel	A Study of the Effect of Kindergarten Entrance Age on the Referral and Placement Rate into the Exceptional Children's Program
Quelle	(2012), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, East Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-7231-9
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; School Entrance Age; Referral; Student Placement; Special Education; Rural Schools; Elementary School Students; Correlation; Regression (Statistics); Race; Socioeconomic Status; Grade Repetition; Sex; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Einschulungsalter; Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Korrelation; Regression; Regressionsanalyse; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Geschlecht; Geschlechtsverkehr; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study examined relationships between specific data on students referred for and placed in the exceptional children's program. The context is a rural North Carolina county and included 206 records of K-6th graders spanning academic years 2007-08, 08-09 and 09-10. The kindergarten entrance ages of students were divided into categories of on time, early and late entrants. Redshirted students were also included. Both Pearson Product Moment correlations and a logistic regression model of analysis were employed as these statistical measurements allowed the researcher to examine variables and their relationships that served to predict likelihood of outcomes related to placement. When referring students for testing, statistically significant relationships were determined between a student's race and age at referral (r = 0.152), a student's race and his/her low socioeconomic status (r = -0.226), a student's age at kindergarten entry and the age at which he/she is referred for testing (r = 0.182) and a student's age at kindergarten entry and number of retentions (r = -0.162). When determining placement into the exceptional children's program, statistically significant relationships were determined with gender (ß = -0.684) and number of in grade retentions (ß = 0.705). Practically significant findings, although not statistically significant, that may prove beneficial for practitioners, included the predictability between a student's race and the likelihood for placement (ß = -0.351 for black students). Considering kindergarten entrance age, early entrants are predicted to be placed in the exceptional children's program at a much higher rate than other entrants (ß = 0.993). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01