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ERIC Number: ED554482
Record Type: Non-Journal
Publication Date: 2013
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-0639-9
The Relationship between the Proportional Size of the Special Education Population and Academic Achievement
Harper, Patricia Kenner
ProQuest LLC, D.Ed. Dissertation, Tarleton State University
This investigation addressed the hypothesized effects of the proportional size of a district's special education population on the overall student achievement in selected school districts in Texas. The size of a district's special education population (independent variable) was compared to districts' achievement (dependent variables) in order to answer the research question, what is the relationship between a district's special education population size and a district's overall achievement? The participants in this study consisted of 278 independent school districts in Texas, grades kindergarten through 12. Academic achievement was measured using 2011 results from the state assessment, the Texas Assessment of Knowledge and Skills (TAKS), for Grades 3, 8, and 10, in reading and mathematics. An analysis ("Pearson r") of correlation was conducted to ascertain which independent variables were related to academic achievement while controlling for economically disadvantaged status (EDS). The results of this study indicated that the proportional size of the special education population in a district is not related to academic achievement in the subject areas of reading and mathematics. A Pearson r revealed the achievement of students in grades 3, 8, and 10 were not related to the size of the special education population. As the nation continues to witness an increasing diverse student population, educators and researchers must remain diligent in their study of what correlates and instructional methods are effective for all students. The results from this study indicated that placements in special education or the proportional size of the special education does not affect the academic achievement of students in Grades 3, 8, and 10 for the subjects of math and reading. There were no studies found regarding this topic, therefore additional research regarding this issue is imperative in order that educational decisions and discussions regarding educational placements and academic achievement can be made with the best and most accurate knowledge possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas