Abstract
Culturally and linguistically diverse students with learning disorders (LD) and emotional or behavioral disorders (E/BD) have higher school dropout rates than their peers with and without disabilities. The primary purpose of this study was to determine how early potential dropouts could be identified. Research questions included the following: (a) What variable( s) best predict group membership (high, moderate, or low risk)? (b) How early can group membership be predicted? (c) Are there significant differences between students with LD and those with E/BD? and (d) Are there significant differences between ethnic groups? Participants were 28 middle school students with LD and E/BD. Results indicated that teachers' comments about discipline problems in the first grade distinguished group membership.
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