The aim of this secondary data analysis study was to examine the association between certain predictors and student’s mathematics achievement on two tests of the Woodcock Johnson III Academic Knowledge subtests: Applied Problems and Calculations. Results indicated that students with a diagnosis of emotional and behavioral disorders (EBD) had academic deficits in mathematics, and these deficits became larger over time. Data pertaining to mathematics academic achievement from the first two waves of the National Longitudinal Transition Study 2 (N = 420) were examined. The variables investigated to further explore academic achievement scores were gender, race/ethnicity, student’s school attended prior to the start of the study, and parent or guardian characteristics. Differences between gender and race/ethnicity are explained. Implications, limitations, and areas for future research are also presented.
","abstract_html":"<p>The aim of this secondary data analysis study was to examine the association between certain predictors and student’s mathematics achievement on two tests of the Woodcock Johnson III Academic Knowledge subtests: Applied Problems and Calculations. Results indicated that students with a diagnosis of emotional and behavioral disorders (EBD) had academic deficits in mathematics, and these deficits became larger over time. Data pertaining to mathematics academic achievement from the first two waves of the National Longitudinal Transition Study 2 (<em>N </em>= 420) were examined. The variables investigated to further explore academic achievement scores were gender, race/ethnicity, student’s school attended prior to the start of the study, and parent or guardian characteristics. Differences between gender and race/ethnicity are explained. Implications, limitations, and areas for future research are also presented.</p>","abstract_has_math":false,"creators":["Maddox, Sarah Kinney"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Wendy Sanchez","Dr. Susan Stockdale","Dr. Angela Blaver"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-15T07:00:00Z","date_published":"2018-05-15T07:00:00Z","updated_at":"2026-07-24T02:43:26Z","subjects":["Emotional and Behavioral Disorders (EBD)","Mathematics","Academic achievement","NLTS2","Gender Differences","Race/ethnicity differences","Academic placement","Parent or guardian characteristics","Socioeconomic status","Education","Work","Adolescence (13-17 yrs)","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/29","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Wendy Sanchez","Dr. Susan Stockdale","Dr. Angela Blaver"]},{"key":"dc:creator","label":"Author","values":["Maddox, Sarah Kinney"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-07-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Emotional and Behavioral Disorders (EBD)","Mathematics","Academic achievement","NLTS2","Gender Differences","Race/ethnicity differences","Academic placement","Parent or guardian characteristics","Socioeconomic status","Education","Work","Adolescence (13-17 yrs)","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/29"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of this secondary data analysis study was to examine the association between certain predictors and student’s mathematics achievement on two tests of the Woodcock Johnson III Academic Knowledge subtests: Applied Problems and Calculations. Results indicated that students with a diagnosis of emotional and behavioral disorders (EBD) had academic deficits in mathematics, and these deficits became larger over time. Data pertaining to mathematics academic achievement from the first two waves of the National Longitudinal Transition Study 2 (N = 420) were examined. The variables investigated to further explore academic achievement scores were gender, race/ethnicity, student’s school attended prior to the start of the study, and parent or guardian characteristics. Differences between gender and race/ethnicity are explained. Implications, limitations, and areas for future research are also presented.
"]},{"key":"dc:title","label":"Title","values":["Mathematics Academic Achievement of Students with Emotional and Behavioral Disorders"]}]}],"canonical_facts":{"dc:contributor":["Dr. Wendy Sanchez","Dr. Susan Stockdale","Dr. Angela Blaver"],"dc:creator":["Maddox, Sarah Kinney"],"dc:date.available":["2018-07-20T07:00:00Z"],"dc:description.abstract":["The aim of this secondary data analysis study was to examine the association between certain predictors and student’s mathematics achievement on two tests of the Woodcock Johnson III Academic Knowledge subtests: Applied Problems and Calculations. Results indicated that students with a diagnosis of emotional and behavioral disorders (EBD) had academic deficits in mathematics, and these deficits became larger over time. Data pertaining to mathematics academic achievement from the first two waves of the National Longitudinal Transition Study 2 (N = 420) were examined. The variables investigated to further explore academic achievement scores were gender, race/ethnicity, student’s school attended prior to the start of the study, and parent or guardian characteristics. Differences between gender and race/ethnicity are explained. Implications, limitations, and areas for future research are also presented.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/29"],"dc:subject":["Emotional and Behavioral Disorders (EBD)","Mathematics","Academic achievement","NLTS2","Gender Differences","Race/ethnicity differences","Academic placement","Parent or guardian characteristics","Socioeconomic status","Education","Work","Adolescence (13-17 yrs)","Disability and Equity in Education"],"dc:title":["Mathematics Academic Achievement of Students with Emotional and Behavioral Disorders"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:26Z"}