Dissertation/Thesis Abstract

Early Indicators of Future Placement in a Disciplinary Alternative Education Program
by Teague, Leslie Vibbert, Ed.D., Piedmont College, 2014, 123; 3722956
Abstract (Summary)

This study examined data on 795 first-graders to identify the presence of characteristics and factors that might indicate a greater likelihood of later placement in a disciplinary alternative education program. Independent variables were chosen based on research indicating their significance and stability over time. Readiness as indicated by preschool attendance, each students oral reading fluency as indicated by their DIBELS score at the end of first grade, behavior marks on their first grade report card, the number of absences in their first-grade year, sex and race of each student, free and reduced meal plan status, and whether or not the student had been retained were examined. Chi-square analysis and one-way ANOVAs were used to test for significance between the independent variables and disciplinary alternative school placement. There was evidence of an extremely strong statistically significant association between each of the independent variables and disciplinary alternative education program placement. The data revealed there is a greater likelihood of later placement in a disciplinary alternative education program in students who demonstrate these early indicators.

Indexing (document details)
Advisor: Hutcheson-Williams, Wilma
Commitee: Jordan, Joan, McCollum, Pat
School: Piedmont College
Department: Education
School Location: United States -- Georgia
Source: DAI-A 77/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education
Keywords: Alternative school, Dibels score, Discipline, Early warning indicators
Publication Number: 3722956
ISBN: 978-1-339-05402-5
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