Mathematics Academic Achievement of Students with Emotional and Behavioral Disorders

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2018

Author dc:creator

• Maddox, Sarah Kinney

Contributors dc:contributor

• Dr. Wendy Sanchez
• Dr. Susan Stockdale
• Dr. Angela Blaver

• 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

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/teachleaddoc_etd/29

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:teachleaddoc_etd-1030