Abstract
The No Child Left Behind Act mandates all students in schools receiving Title I funds show proficiency in reading by 2014. This stricture applies to students with diagnosed learning disabilities as well as to students without learning disabilities. Multiple regression analyses on data for seniors attending a Grade 9-12 predominately white, comprehensive vocational-technical school indicated that, when absenteeism, socioeconomic status, and sex were held constant, the 26 students with diagnosed learning disabilities scored 246.7 points lower on the Pennsylvania System of School Assessment Reading subtest (n = 107) and 214.4 points lower on the Pennsylvania System of School Assessment Mathematics subtest (n = 106) than students not so diagnosed, and the 27 students diagnosed with learning disabilities scored 126.3 points lower on the Writing subtest (n= 114) than students not so diagnosed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
