Retention and recidivism in Iowa's learning disabled students

dc.contributor.advisor James Sweeney Johnson, Robert
dc.contributor.department Education 2018-08-16T21:13:53.000 2020-07-02T06:08:20Z 2020-07-02T06:08:20Z Thu Jan 01 00:00:00 UTC 1987 1987
dc.description.abstract <p>This study was designed to determine the extent to which Learning Disability (LD) programs remediate student academic skills, deficits, and are able to help LD students achieve independently in the regular classroom. A longitudinal study examined 204 K-12 public school students' LD records over a ten-year period. Forty-four percent of the students experienced deficit area changes, and the LD students continued to have deficit area changes as long as they remained in the program. Students placed in an LD program tended to remain there for the rest of the school years. Forty-four students were staffed out of the LD programs, and of these, 12 were staffed back in for a second time. The percentage of LD school dropouts was nearly triple the non-LD student dropout percentage.</p>
dc.format.mimetype application/pdf
dc.identifier archive/
dc.identifier.articleid 9658
dc.identifier.contextkey 6343016
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/8659
dc.language.iso en
dc.source.bitstream archive/|||Sat Jan 15 02:14:51 UTC 2022
dc.subject.disciplines Educational Administration and Supervision
dc.subject.keywords School management and organization
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Educational administration)
dc.title Retention and recidivism in Iowa's learning disabled students
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication dissertation Doctor of Philosophy
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