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ERIC Number: ED570387
Record Type: Non-Journal
Publication Date: 2016
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3398-0108-7
A Correlation Study of Secondary Education and Postsecondary Outcomes for Native Americans with Disabilities
Graham, Deborah J.
ProQuest LLC, Ph.D. Dissertation, Northcentral University
This nonexperimental quantitative correlation study examined relationships between select special education and standardized testing variables for a purposive homogeneous sample of Arizona secondary school districts with Native American populations, and the archival records for students with disabilities postsecondary outcomes between 2012 and 2014. Archival data were collected from the Arizona Department of Education (ADE) for 100 local education agencies (LEAs), which were publicly available through the ADE research websites. Although current special education legislation and achievement test requirements were aimed at improving student outcomes, Native Americans continued to have the lowest education attainment rates in the nation. Additionally, even with a total population that was increasing almost twice as fast as the total U.S. population, Native Americans were often deemed statistically insignificant and left out of education services and student achievement research. This study found there were no statistically significant relationships between Arizona Instrument to Measure Success (AIMS) test scores and special education services funding (SESF) in distinction to school districts that participated in compliance reviews for state performance plan (SPP) Indicator 13 and postsecondary outcomes of SPP Indicator 14 (p < 0.05). Data analysis employed SPSS 23.0 for nonparametric analysis. Limitations of the study included a delimited sample size of 100 and non-disaggregated data sets, which led to a less rigorous analysis using ordinal scales. Implications of research determined that likely other financial factors (e.g. budget cuts, underrepresentation, inappropriate multirole tasking, and lack of formal education for professional roles) as well as other positive (e.g. family and cultural connections and support) and negative factors (e.g. truancy, low socioeconomic status, and low academic achievement) were related to or predictive of Native Americans with disabilities outcomes one year after they left high school. It was recommended that time lines for disaggregated data collection be set in Arizona, and LEAs should practice improvement strategies locally. Further recommendations called for a quantitative correlation of SPP Indicators 13 and 14 for Native Americans with disabilities and logistic regression to re-examine the categorical variables from this study once disaggregated data sets are available from the state. [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: Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona