You are here

RATE OF GRADUATION AMONG STUDENTS WITH HISTORIES OF SPECIFIC LANGUAGE IMPAIRMENT

Download pdf | Full Screen View

Date Issued:
2004
Abstract/Description:
The rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and attendance rate as related to graduation rate. For students with histories of specific language impairment, model of service delivery was also examined with regard to graduation rate. Finally, the relationship between the number of years a student was enrolled in language therapy and achievement of a high school diploma was explored. The Chi-square test for goodness of fit was utilized to compare the graduation and dropout rates of students with histories of SLI to state department of education normative data. Analysis of the data suggested that significantly more students with histories of SLI left school, however, a significantly higher than expected number also received a high school diploma. The Chi-square test for independence was used to compare the graduation rates of students with histories of SLI to the rates of their nondisabled peers. A significant difference was observed between the two groups of students with dropout rate being significantly lower for nondisabled peers. The variables of socioeconomic status and attendance rate did not yield significant results as related to graduation outcomes for the students in this study. For students with histories of SLI, model of service delivery and number of years that the student received services were each weakly correlated to graduation outcome. The results presented in the current study offer implications for appropriate service delivery to adolescents with histories of SLI. Recommendations for reducing high school dropout among students with histories of SLI were discussed.
Title: RATE OF GRADUATION AMONG STUDENTS WITH HISTORIES OF SPECIFIC LANGUAGE IMPAIRMENT.
14 views
7 downloads
Name(s): Hadley, Amy Jean, Author
Holt, Larry, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2004
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The rate of graduation among students with histories of specific language impairment (SLI) was investigating by comparing the target population to matched, nondisabled peers. Data regarding the graduation outcomes for 176 matched pairs of students, over a five-year period, were analyzed to determine if a significant difference in achievement of a high school diploma was observable between the two groups of students. In addition, the study addressed the variables of socioeconomic status and attendance rate as related to graduation rate. For students with histories of specific language impairment, model of service delivery was also examined with regard to graduation rate. Finally, the relationship between the number of years a student was enrolled in language therapy and achievement of a high school diploma was explored. The Chi-square test for goodness of fit was utilized to compare the graduation and dropout rates of students with histories of SLI to state department of education normative data. Analysis of the data suggested that significantly more students with histories of SLI left school, however, a significantly higher than expected number also received a high school diploma. The Chi-square test for independence was used to compare the graduation rates of students with histories of SLI to the rates of their nondisabled peers. A significant difference was observed between the two groups of students with dropout rate being significantly lower for nondisabled peers. The variables of socioeconomic status and attendance rate did not yield significant results as related to graduation outcomes for the students in this study. For students with histories of SLI, model of service delivery and number of years that the student received services were each weakly correlated to graduation outcome. The results presented in the current study offer implications for appropriate service delivery to adolescents with histories of SLI. Recommendations for reducing high school dropout among students with histories of SLI were discussed.
Identifier: CFE0000018 (IID), ucf:46137 (fedora)
Note(s): 2004-05-01
Ed.D.
College of Education, Department of Educational Studies
This record was generated from author submitted information.
Subject(s): Specific Language Impairment
Drop Out
Disabilities
High School
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0000018
Restrictions on Access: campus 2009-01-31
Host Institution: UCF

In Collections