Title

The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics

Abstract

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers' education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers' educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.

Department(s)

Counseling, Leadership and Special Education

Document Type

Article

DOI

https://doi.org/10.1177/0198742917713211

Keywords

emotional and behavioral disorders, special education teachers, student achievement, special education elementary longitudinal study, teacher certification

Publication Date

2017

Recommended Citation

Gage, Nicholas A., Reesha Adamson, Ashley S. MacSuga-Gage, and Timothy J. Lewis. "The relation between the academic achievement of students with emotional and behavioral disorders and teacher characteristics." Behavioral Disorders 43, no. 1 (2017): 213-222.

Journal Title

Behavioral Disorders

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