Students with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students’ special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.
|Commitee:||Bass, Lisa, DeCuir-Gunby, Jessica, Osborne, Susan|
|School:||North Carolina State University|
|Department:||Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/04(E), Dissertation Abstracts International|
|Subjects:||Education, Special education, Secondary education|
|Keywords:||behavior disorder, dropping out, emotional disability, graduation rates, high school|
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