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Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders

David Osher, Gale Morrison and Wanda Bailey
The Journal of Negro Education
Vol. 72, No. 1, Student Mobility: How Some Children Get Left Behind (Winter, 2003), pp. 79-96
DOI: 10.2307/3211292
Stable URL: http://www.jstor.org/stable/3211292
Page Count: 18
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Exploring the Relationship between Student Mobility and Dropout among Students with Emotional and Behavioral Disorders
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Abstract

Students with emotional and behavioral disorders (EBD) are more likely to drop out of school than their disabled and nondisabled peers. Forty-eight percent of students with EBD drop out of grades 9-12, as opposed to 30% of all students with disabilities and 24% of all high school students. Students with EBD are also more likely to change teachers, classes, and schools than their disabled and nondisabled peers. Mobility is likely to contribute to poor school outcomes that contribute to a high dropout rate. This article analyzes school and classroom risk and protective factors that contribute to or prevent mobility and drop out.

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