Since 1918, when Monroe [1]* showed that a given problem could be verbally stated in twenty-eight different ways, research workers have been interested in the relationship between reading ability and arithmetic achievement. The resulting research has not been clear on what relationship exists, often because of the confounding effects of intelligence.
In this paper, we describe the problems inherent in current criteria employed by federal agencies for estimating special education graduation and dropout rates. In addition, we present changes in reporting categories proposed by the Council of Chief State School Officers and the National Center for Education Statistics (NCES) in reporting categories, and discuss the potential implications of these changes for the ways in which special education students may be counted. We examine Office of Special Education Programs (OSEP) reports on exiting behavior of special education students. Figures in OSEP's five exiting categories demonstrate NCES's inflated estimates of special education dropouts. Finally, OSEP's use of the “Other Basis for Exiting” category is examined in light of apparent beliefs that cases recorded in this category are undocumented dropouts.
The present study investigated the relations between dimensions of adolescents' attitudes toward school and their academic level, ethnicity, and gender. The Survey of School Attitudes, assessing four aspects of school attitudes, was administered to a sample of 1,140 eighth graders. Students were stratified by academic level (regular class, educationally marginal, learning handicapped), ethnicity (Anglo, Black, and Chicano), and gender. Results showed that regular class students held more favorable attitudes toward reading and social studies than did educationally marginal and learning handicapped students; the latter groups did not differ on several scales. Anglo students expressed less favorable attitudes than did the combined Black and Chicano samples on all four attitude scales. Gender differences in attitudes toward reading favored females; differences in attitudes toward science favored males. Implications of these results are discussed in terms of social comparisons.
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