Examining Gender and the Academic Achievement of Students with Emotional Disturbance

Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003;Lane,2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure...

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Bibliographic Details
Published in:Education & treatment of children 2010-11, Vol.33 (4), p.601-621
Main Authors: Rice, Elisabeth Hess, Yen, Cherng-Jyh
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Failure
Behavior
Behavior Patterns
Child psychopathology
Children & youth
Demographic aspects
Disabled students
Dropouts
Emotional Disturbances
Evaluation
Females
Gender Differences
Gender identity
Grade 1
Grade 4
Grade 6
Growth rate
Influence
Language Skills
Longitudinal Studies
Mathematics
Mathematics Achievement
Mathematics Tests
Mood disorders
Multilevel models
Multiple Regression Analysis
Predictor Variables
Preliminary estimates
Rates of change
Reading Achievement
Reading Tests
Special Education
Special needs students
Standard scores
Statistical variance
Studies
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Summary:Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003;Lane,2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of reading and math achievement (Anderson, Kutash, & Duchnowski, 2001). In two recent reviews of the academic performance of students with ED both Lane (2004) and Reid, Gonzalez, Nordness, Trout, & Epstein (2004) conclude that students with ED have broad academic deficits evident in multiple areas that do not appear to improve over time. While we have a preliminary understanding of the academic achievement of students with ED over time, the current literature is limited with regard to gender and ethnicity. The purpose of this paper is to share the findings from an analysis of the academic achievement of a nationally representative sample of students with ED over time. In this analysis, linear mixed model analyses were used to investigate data collected from the Special Education Elementary Longitudinal Study (SEELS) database in 2001-2004 to explore gender as a predictor of academic performance. Preliminary findings with regard to gender are discussed.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2010.0011