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Autor/inn/en | Afacan, Kemal; Wilkerson, Kimber L. |
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Titel | The Effectiveness of Behavior-Focused Alternative Middle Schools for Students with Disabilities |
Quelle | In: Behavioral Disorders, 45 (2019) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0198-7429 |
DOI | 10.1177/0198742919846619 |
Schlagwörter | Middle School Students; Behavior Problems; Identification; Low Achievement; Referral; Student Characteristics; Reading Tests; Scores; Suspension; Comparative Analysis; Nontraditional Education; Standardized Tests; Outcomes of Education; Males; African American Students; Special Education; Grade 8; Students with Disabilities Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Identifikation; Identifizierung; Unterdurchschnittliche Leistung; Lesetest; Ausschluss; Schulausschluss; Non-traditional education; Alternative Erziehung; Standadised tests; Standardisierter Test; Lernleistung; Schulerfolg; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 08; 8. Schuljahr; Schuljahr 08; Disability; Disabilities; Behinderung |
Abstract | Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |