This study investigated the effectiveness of the program at Randolph Academy Union Free School District, a special act school district designed to educate students with emotional, behavioral, and learning difficulties. The outcome of treatment is documented by measurement of change in academic achievement. Pre-post comparisons of standardized achievement test scores were collected from the psychoeducational files of 49 students. Results indicate significant gains in academic achievement. A two-way analysis of covariance identified age of entry into the program as a moderator of academic achievement: younger entrants improved their relative ranking more than older entrants.
Library of Congress Subject Headings
Randolph Academy Union Free School District (N.Y.); Mentally ill children--Education--New York (State)--Evaluation; Children with mental disabilities--Education--New York (State)--Evaluation; Special education--New York (State)--Evaluation
School Psychology (MS)
Department, Program, or Center
Department of Psychology (CLA)
Beckerink, Sabrina, "Residency status and age of entry as moderators of the effectiveness of a special act school district" (2000). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus