This Article Full Text (PDF) All Versions of this Article: 0013124507304628v1 40/3/307    most recent References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Madyun, N. Articles by Lee, M. Search for Related Content Social Bookmarking                   What's this?

Community Influences on E/BD Student Achievement

University of Minnesota, Minneapolis

Moosung Lee

University of Minnesota, Minneapolis

No Child Left Behind has mandated that all students reach proficiency by 2014. This mandate places special emphasis on the performance of special education students. The purpose of this study is to use social theory to understand the factors that explain the achievement of emotionally or behaviorally disordered (E/BD) students. Results suggest a differential effect of neighborhood composition on the development of social ties for Black and White E/BD students. The author argues for an increased awareness of the development of within-school social ties that integrate groups.

Key Words: E/BD students • achievement • crime • introduction

This version was published on March 1, 2008

Education and Urban Society, Vol. 40, No. 3, 307-328 (2008)
DOI: 10.1177/0013124507304628


CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?