Abstract
The effects of gender, ethnicity, socioeconomic status (SES), and basic skills performance on (a) grade failure, (b) course failure, (c) Texas Assessment of Academic Skills (TAAS) test scores, and (d) attendance of middle school students assigned to behavioral classrooms were identified. Computerized data were collected from 2 middle schools located in 2 different El Paso school districts. Each middle school had 3 behavioral classrooms, which together included 85 students. The data were collected on 6th-, 7th-, and 8th-grade students who were enrolled during the 1992–93 and 1993–94 school years. Results of chi-square analyses indicated that SES had a significant impact on grade failure, course failure, TAAS test scores, and attendance (p < .001). In addition, basic skills performance was not related to grade failure but had a significant relationship with course failure, TAAS test scores, and attendance (p < .01). Gender and ethnicity were not related to any of the dependent variables. Implications for tracking “at risk” students with low SES or poor basic skills performance were suggested.
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