Unequal Opportunities: A Study of Achievement Among Emotionally and Behaviorally Disturbed Adolescents in the Chicago Area

Abstract

This study explores achievement among adolescents diagnosed with emotional and/or behavioral disorders. It examines factors outside of the school environment-poverty, family, and neighborhood and their effects on achievement and behavior outcomes. My research is based on my work at Genesis School on the south side of Chicago, and further research was conducted at Genesis School in suburban Joliet, Illinois. Research methods include teacher rated Student Behavior Surveys, student responses to a worksheet about neighborhoods, interviews with staff, and participant observation in the classrooms. Math and reading levels were found to be lower among city students. Behavior problems and truancy were found to be more common in the city, while the incidence of emotional distress was higher among suburban students. Parental participation was greater in the suburbs and was positively correlated with achievement. Other factors related negatively to achievement and behavior outcomes are violent neighborhood environments and poverty. This study examines achievement and behavior outcomes in these multiple contexts and also explores the relationships among influential factors.