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Record identifier : 569868
Personal Name - Primary Intelectual Responsibility : Stanley, Bernice L
Title and statement of responsibility : Relationships between dropout rates and California High School Exit Exam scores of 11th grade special education students in the Sweetwater Union High School District 2007--2008 [Thesis]
Publication, Distribution,Etc. : Alliant International University, San Diego, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D.
Body granting the degree : , Alliant International University, San Diego
Summary or Abstract : The problem . The purpose of the study was to investigate the relationship between California High School Exit Exam scores and dropout rates of students with disabilities. A correlational study was conducted, analyzing 173 matched pairs of CAHSEE scores and evidence of continued enrollment within the Sweetwater Union High School Distict. This study included secondary data on special education students with mild-moderate disabilities, disaggregated by specific content areas: English language arts and mathematics and gender. Results . The first hypothesis, which predicted a relationship between exam scores and dropout rates, was supported. Correlation coefficients were statistically significant at the .01 level of significance. Analysis of the data pairs revealed a very weak, positive correlation between special education student dropout rates and CAHSEE scores. The second and third hypotheses, which predicted a relationship between content areas, English language arts and mathematics, were not supported. Additional data analysis utilizing male special education students revealed a significant, positive correlation between special education student dropout rates and CAHSEE scores. As the emphasis on high-stakes examinations increases, students with disabilities, particularly male students, have a greater tendency to drop out of school. Students who successfully demonstrated academic achievement by passing the California High School Exit Exam were more likely to become high school graduates. Several common themes surfaced as the data were analyzed and the counselor comments were recorded. Three central themes resonated throughout the study: (a) academic performance, as gauged by exam scores, and disengagement activities were precursors to dropping out of school; (b) poor test preparation, transience, and mobility issues were identified as barriers to school success; and (c) school versus community perceptions on what constitutes a dropout affect educational outcomes..
Topical Name Used as Subject : Educational tests measurements
: Educational psychology
: Special education
: Secondary education
Information of biblio record : TL
 
 
 
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