Characteristics, Predictors, and Growth Trajectories of Children Who Exit Special Education Compared to Their General and Special Education Peers

Autor/in	Dragoo, Kyrie Elizabeth
Titel	Characteristics, Predictors, and Growth Trajectories of Children Who Exit Special Education Compared to Their General and Special Education Peers
Quelle	(2013), (198 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-8726-2
Schlagwörter	Hochschulschrift; Dissertation; Children; Special Education; Student Characteristics; Predictor Variables; Reading Achievement; Mathematics Achievement; Comparative Analysis; General Education; Racial Differences; Ethnic Groups; Gender Differences; Longitudinal Studies; Surveys; Statistical Analysis; Age Differences; Kindergarten; Elementary School Students; Middle School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Child; Kind; Kinder; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Allgemein bildendes Schulwesen; Allgemeinbildung; Rassenunterschied; Ethnie; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; 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; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The purpose of this study was to examine the characteristics and predictive factors for children receiving special education services, and if they received special education services, factors associated with them discontinuing those services before eighth grade. In addition, a second purpose was to determine whether there are differences in the reading and mathematics growth trajectories of children who exit special education, children who remain in special education, and children who attend general education classes and how those growth trajectories vary by characteristics such as race and gender. I used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a study of a nationally representative sample of children attending kindergarten during the 1998 school year and followed through eighth grade. I used a subsample of the data to compare the characteristics and predictive factors of children receiving special education services or exiting from special education using chi-squares, t-tests, and logistic regression analyses. Using hierarchical linear modeling, I analyzed data on the academic growth trajectories of children who exited special education, remained in special education or never received special education. The results of my study indicate that large number of children exit special education between kindergarten and eighth grade and the children who exit special education differ from their general and special education peers both in their characteristics and their academic growth rates in reading and mathematics. Finally, I discuss the implications of these findings for policy and future research. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01