Academic grades of ninth‐grade urban learning‐disabled students and low‐achieving peers

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Abstract
The first purpose of this study was to describe and analyze the academic performance of secondary learning‐disabled students in regular education classes. We accomplished this by collecting the grades these students earned in three academic mainstream classes. The grades of low‐achieving students were also collected to provide a basis for comparison. The results indicated that there were significant differences in the distribution of grades earned by the two groups in social studies and health, but no significant differences between the grades earned in science. The second purpose of this study was to determine if selected variables (intelligence quotients, reading level, and absence rates) differentiated learning‐disabled students who passed ninth grade from those who did not. Of these variables, only absence rate discriminated between passers and failers.

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