School Context and the Academic Achievement of Students With Emotional Disturbance.

The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates, School income accounted for a large amount of the variance in the reading and math achievement of students with ED as measured by the Woodcock-Johnson III. However, relative academic performance (as measured by performance on state testing compared with same-school peers and teacher ratings or academic competence) was similar across school income levels. Implications for intervention research and eligibility, practices for students with ED are discussed. [ABSTRACT FROM AUTHOR]