Date of Award

1-1-2018

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (ii, xiii, 171 pages) : illustrations

Dissertation/Thesis Chair

Deborah K Kundert

Committee Members

Callen E Kostelnik, Dean Spaulding

Keywords

Elementary, Program Evaluation, SES, Socioeconomic Status, Special Education, Special education, Learning disabled children, Slow learning children, Poor children

Subject Categories

Educational Psychology | Special Education and Teaching

Abstract

Public education, at present, is focused on ensuring the success of all students and has tasked educators with producing positive results. Despite this political climate, research has indicated that some learners, such as those considered economically disadvantaged and those requiring special education, tend to face higher adversity, making it more difficult for them to reach achievement markers. As these subgroup differences have become concerning for districts aiming to close the achievement gap, program evaluation has emerged as a useful tool to determine the effectiveness of educational practices. In the current investigation, a program evaluation was utilized to examine an elementary special education program in a school district characterized as predominantly low socioeconomic status (SES) to define the recipients of service and determine whether there were differences on indicators of educational outcomes based on SES.

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