Abstract
Purpose. The purpose of this study was to compare academic and behavior baseline admittance data of emotionally disturbed male students ages seven through eighteen to their academic and behavior progress in year one and year four of residential stability within the same licensed group home. Methodology. Ex-post facto research (also called causal-comparative) and descriptive research were the two types of research used for this study. The population consisted of thirty-one Level 12–14 emotionally disturbed students living in three licensed residential facilities. Academic achievement in the areas of mathematics and reading, measured by criterion-referenced tests, was compared to entry grade-level data and to year one and year four criterion-referenced test progress. IEP goal achievement was ranked and the baseline, year one, and year four were compared. Findings. The thirty-one participants made academic progress equaling or exceeding progress expected of regular education students. Significant improvement at the .05 level was found in both year one and year four in the two academic areas, mathematics and reading. Additionally significant improvement in the IEP areas of vocational goals and socio-emotional goals was observed when compared with the entry-level baseline data. Conclusions and recommendations. Emotionally disturbed students in a residentially stable environment can achieve academically and behaviorally at the same or a higher rate than regular education students. Study should be given to the practice of multiple placements and its overall effect on the child's emotional and cognitive welfare. Residential stability has been demonstrated to significantly promote the child's academic and behavioral progress. Child protective services must proactively identify and implement a tracking system for children upon entry into the foster care system to ensure that the child's chances for a successful transition to independent living are not predetermined due to the failure and rejection experienced in multiple placements.