Date of Award

5-1-2013

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Rebecca Dashiell-Mitchell

Third Advisor

Dr. Noran L. Moffett

Abstract

The purpose of this study was to examine the extent of the relationship of the Criterion-Referenced Competency Test (CRCT) scores in Reading and Math for students with disabilities and purposefully selected independent variables in selected Title I schools. It was the goal of this study to disclose some of the variables that directly impact the performance of students with disabilities (SWDs) on the CRCT in order to improve instructional practices of classroom teachers, the quality of educational leadership programs, the awareness of school leaders on the needs of SWDs and the teachers that provide instruction to them, and to give stakeholders that influence educational policy suggestions on implementation for polices that directly effect SWD student achievement. The study used a QUAN-QUAL research design to triangulate the n data through standardized assessment results, teacher surveys, and teacher interviews. The researcher concluded that parental involvement, special education setting, gender, and disability category directly effect SWD performance on the CRCT.

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