Elementary day and residential schools for Children with emotional and behavioral disorders: characteristics of educators and students.

Elementary day and residential schools for Children with emotional and behavioral disorders: characteristics of educators and students. Abstract This national study describes students, teachers, and principals inelementary day treatment and residential schools for students withemotional and behavioral disorders (EBD EBDEmotional or behavioral disorder ). A survey was mailed to arandom sample of 480 teachers and principals from elementary-levelpublic and private, day treatment and residential schools. A total of271 (56.5%) principals and 229 (47.7%) teachers responded. Teachers andprincipals reported education and certification generally consistentwith professionals in public schools. Also, most teachers and principalshad been at their current school five years or less. Students wereinvolved with foster care and juvenile corrections at higher rates thanyouth in the general population. Students also commonly returned to lessrestrictive settings upon exit. Results and implications are discussed. ********** Day treatment and residential schools are two of the morerestrictive educational placements within the continuum of services forstudents with EBD. The use of these day treatment and residentialschools is consistent with the requirements of the Individuals withDisabilities Education Act This article or section is currently being developed or reviewed.Some statements may be disputed, incorrect, , biased or otherwise objectionable. (IDEA) (2004), which guarantees students theright to services in the least restrictive environment As part of the U.S. Individuals with Disabilities Education Act, the least restrictive environment is identified as one of the six principles that govern the education of students with disabilities. . These settingsare necessary to assure varied levels of restrictiveness and meet eachstudent's needs. Advocacy groups and experts in the field of EBDagree that a full range of services, including day treatment andresidential schools, is necessary (Council for Children with BehavioralDisorders, 1994; Council for Exceptional Children, 1997; Gable gableTriangular section formed by a roof with two slopes, extending from the eaves to the ridge where the two slopes meet. It may be miniaturized over a dormer window or entranceway. , Laycock,Maroney, & Smith 1991; Webber & Scheuermann, 1997). Specifically, day treatment schools are structured day programsthat offer a combination of mental health intervention health interventionHealth care An activity undertaken to prevent, improve, or stabilize a medical condition and specialeducation to children and adolescents, as well as social and clinicalsupport to their families (Armstrong, Grosser, & Palma, 1992).Residential schools for youth with EBD are comprehensive therapeuticeducational settings where students have 24-hour monitoring and theirsocial, emotional, and educational needs are addressed (Kauffman &Smucker, 1995). Residential schools are distinct from psychiatrichospital psychiatric hospitaln.A hospital for the care and treatment of patients affected with acute or chronic mental illness. Also called mental hospital. programs and are not licensed as hospitals (Rivera &Kutash, 1994). Throughout the U.S., there is a current emphasis on educatingstudents with disabilities with nonlabeled peers. However, more studentswith emotional and behavioral disorders (EBD) ages 6-21 are placed inrestrictive settings than youth with any other disabilityclassification. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the U.S. Department of Education (2002),the number of students with EBD served in day treatment and residentialsettings has increased more than 13% in the last 10 years. Currently,approximately 80,000 students with EBD are educated in separate daytreatment or residential schools. Despite the importance of day treatment and residential schools inproviding appropriate levels of services to youth with EBD andincreasing enrollment, we know little about the students served, theirteachers, and principals (Landrum, Singh, Nemil, Ellis, & Best,1995). Periodic snapshots are needed to assist educators, policymakers,and parents in monitoring both the students that are being served andthe educators providing the services. An understanding of student andeducator characteristics could lead to the identification of traits thatcontribute to the poor performance of those students. For example, theneed for certified See certification. and trained teachers of students with EBD has been amajor concern (Lauritzen & Friedman, 1991). However, this issue hasnot been adequately studied within day treatment and residentialschools. Additionally, the variability of student characteristics acrossexclusionary settings that differ by school organizational structure(i.e., public school, private non-profit, private for-profit) and schooltype (i.e., day treatment, residential, combined day treatment andresidential) is unknown. Such variations could have importantimplications about overrepresentation of certain groups of students andfurther implications for policies and practices. Students Three primary areas of student characteristics are of interest forstudents in day treatment and residential schools: (a) enrollment; (b)services received; and (c) involvement of outside agencies. Currentlythere is no national information concerning student ethnicity ethnicityVox populi Racial status–ie, African American, Asian, Caucasian, Hispanic and genderin day treatment and residential schools. However, we do know that amongstudents receiving special education services in general, AfricanAmericans are overrepresented o��ver��rep��re��sent��ed?adj.Represented in excessive or disproportionately large numbers: "Some groups, and most notably some races, may be overrepresented and others may be underrepresented" (U.S. Department of Education, 2003).Similarly, this group is overrepresented in other restrictive schoolsettings, such as juvenile corrections (Building Blocks for Youth, 2001;Quinn, Rutherford Rutherford(rŭth`ərfərd), borough (1990 pop. 17,790), Bergen co., NE N.J., a residential suburb of the New York City–N New Jersey metropolitan area; inc. 1881. Several pre-Revolutionary houses remain there. , Leone, Osher, & Poirier, 2005). Current data onstudent status in day and residential settings does not provideinformation about the number of students who are enrolled solely for anevaluation or student length-of-stay. Although dated, the informationthat does exist indicates that as many as 77% of students exit daytreatment programs and return to the regular school system (Baenen,Glenwick, Stephens, Neuhaus, & Mowrey, 1986). Researchers have also noted that one-half to three-fourths of thestudents in day treatment or residential schools are labeled ED (Duncan,Forness, & Hartsough, 1995; McClure, Ferguson, Boodoosingh, Turgay,& Stavrakaki, 1989). Variability in rates of identification acrosssettings may be associated with disability classifications based thefourth edition of the Diagnostic and Statistical Manual of MentalDisorders Diagnostic and Statistical Manual of Mental Disorders/Di��ag��nos��tic and Sta��tis��ti��cal Man��u��al of Men��tal Dis��or��ders/ (DSM) a categorical system of classification of mental disorders, published by the American Psychiatric Association, that delineates objective (DSM 1. DSM - Data Structure Manager.An object-oriented language by J.E. Rumbaugh and M.E. Loomis of GE, similar to C++. It is used in implementation of CAD/CAE software. DSM is written in DSM and C and produces C as output. IV-R) (American Psychiatric psy��chi��at��ricadj.Of or relating to psychiatry.psychiatricadjective Pertaining to psychiatry, mental disorders Association, 1994) versusIDEA eligibility definitions. A history of abuse and neglect and involvement with the juvenilejustice system can have a major affect on youth in day treatment andresidential schools and negatively impact student success in suchprograms (Carran, Nemerofsky, Rock, & Kerins, 1996). As noted, moststudents in day treatment and residential schools are identified as EBDand there is some evidence that youth with EBD have higher incidence ofboth abuse and juvenile justice involvement. For example, in one studyof 812 youth with EBD from residential schools in six states, over aseven-year period 43.3% were arrested at least once and 34.4% wereadjudicated (Greenbaum et al., 1996). Students with EBD may also haveexperienced high rates of participation with the foster care system dueto family dysfunction dysfunction/dys��func��tion/ (dis-funk��shun) disturbance, impairment, or abnormality of functioning of an organ.dysfunc��tionalerectile dysfunction? impotence (2). , abuse, or neglect. In a national survey, teachersestimated that 38% of students labeled EBD were physically or sexuallyabused, 41% neglected, and 51% emotionally abused (Oseroff, Oseroff,Westling, & Gessner, 1999). Similarly, Mattison, Spitznagel, andFelix (1998) reported that over half of students with serious emotionaldisturbance This article requires authentication or verification by an expert.Please assist in recruiting an expert or [ improve this article] yourself. See the talk page for details. in their study had experienced abuse. Researchers alsoidentified that, for young children, family dysfunction was asignificant contributor to persistent psychiatric problems (Offord etal., 1992) and degree of family difficulties predicted studentbehavioral progress (Grizenko, Sayegh, & Papineau, 1994). Currentlythere is no national information that identifies the number of studentsin day treatment and residential schools that have previous or currentinvolvement in foster care or with juvenile justice systems associatedwith delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. or being in need of supervision. Teachers and Principals There are no studies that have examined teacher and principalcharacteristics in day treatment and residential schools for studentswith EBD. The available research on teacher characteristics focuses morebroadly on special educators and teachers of students with EBD.Principal data are limited to general information on principals withinpublic and private schools. The available research is discussed belowfor teachers and principals within two areas: (a) demographics The attributes of people in a particular geographic area. Used for marketing purposes, population, ethnic origins, religion, spoken language, income and age range are examples of demographic data. andexperience; and (b) certification and degree. Demographics and experience. There is a dearth of informationconcerning demographics (e.g., age, gender) of teachers and principalsin day treatment and residential schools. However, researchers(Clark-Chiarelli & Singer, 1995) have noted that half of teachers ofstudents labeled EBD were 35 years old or younger and aboutthree-fourths were female (Westat, 2002a). Additionally, in publicschools the average age of principals is approximately 49 years old andabout 44% are female (Gates, Ringel, Santianez, Ross, & Chung,2003). There is some indication that teacher quality is related toteacher experience. Specifically, teachers with less than two yearsexperience are less effective than more senior teachers (Rivkin,Hanushek, & Kain, 2000) and teachers with greater experience aremore effective than teachers new to the field (Darling-Hammond, 2000).Also, principals in public schools have an average of nine years ofexperience and those in private schools average about 10 years ofexperience (Gates et al., 2003). In addition to length of time teaching,length at a single school is an important variable that provides forcontinuity and program consistency within exclusionary schools. Almosttwo-thirds of teachers of EBD students had been teaching at theirpresent school for 5 years or less (Clark-Chiarelli & Singer, 1995). Certification and degree. The difficultly of measuring teacherquality has compelled researchers to rely on indirect measures, such asteacher education and certification (Clark-Chiarelli & Singer, 1995)with some justification. Teacher certification is strongly correlated cor��re��late?v. cor��re��lat��ed, cor��re��lat��ing, cor��re��latesv.tr.1. To put or bring into causal, complementary, parallel, or reciprocal relation.2. tostudent math and reading achievement (Darling-Hammond, 2000). Currentlegislation (The No Child Left Behind Act The No Child Left Behind Act of 2001 (Public Law 107-110), commonly known as NCLB (IPA: /ˈnɪkəlbiː/), is a United States federal law that was passed in the House of Representatives on May 23, 2001 , 2001) mandates that by theend of the 2005-06 school year, every U.S. classroom will be staffed bya highly qualified teacher. The implication is that each teacher will becertified by the state in an area that is consistent with his or herteaching assignment (Educational Policy Research Reform Institute,2003). However, teachers of youth with EBD have historically had lowlevels of teacher training and certification (Morse, Cutler, & Fink fink? Slangn.1. A contemptible person.2. An informer.3. A hired strikebreaker.intr.v. finked, fink��ing, finks1. To inform against another person. ,1964; Grosenick, George, & George, 1987). Recently, Clark- Chiarelliand Singer (1995) reported that among teachers of youth with EBD, about20% were either not certified, had temporary certificates, or had aprobationary pro��ba��tion?n.1. A process or period in which a person's fitness, as for work or membership in a social group, is tested.2. a. certificate. Additionally, teachers of youth with EBD wereless likely to be certified for their main teaching assignment thangeneral educators or special educators (Westat, 2002b). Similarly, when assessing the quality of principals, certificationand education are common measures (Gates et al., 2003). Limitedinformation is available on these principal characteristics in generaland no national information exists with regard to principals in daytreatment and residential schools. However, Doud and Keller (1998) notedthat approximately 57% of public school principals had a master'sdegree and 13% had earned a doctorate. Organizational Structure and School Type Relationships between student characteristics and school type(e.g., day treatment, residential, combined day treatment andresidential) provide a needed perspective on the students served indifferent educational settings (Cullinan, Epstein, & Sabornie,1992). Additionally, there is a possibility that other issues may belinked to the characteristics of students placed in day treatment andresidential schools. For example, differences may exist for studentsserved based on school organizational structure (i.e., public school,private non-profit school, private for-profit school.). Comparison ofstudent characteristics across school types and organizational structuremay highlight unique needs of students within certain school settings.Currently, no information exists to identify if student characteristicsvary across different exclusionary schools. Research Questions The data reported here is part of a larger national study thataddressed characteristics and school-level policies for students withEBD in restrictive settings (Gagnon, 2002). This report addresses tworesearch questions: (a) what are the characteristics of teachers,students, and principals in day treatment and residential schools forstudents with EBD; and (b) how do characteristics of students in thosesettings compare across school types and organizational structure. Methodology Sample The study consisted of a national random sample of private andpublic day treatment and residential schools for children with EBD inany of the first through sixth grades. A comprehensive list ofalternative education schools, alternative education programs, andspecial education schools was purchased from Market Data Retrieval(2002). The schools in the sample included public and private programsoperated by public school districts, counties, states, and religiouslyaffiliated organizations. An initial review of the 6,110 schools in thecomprehensive list revealed that many schools were neither day treatmentnor residential schools for children with EBD (e.g., schools for thedeaf, schools for the blind). Consequently, additional samplingprocedures were necessary to verify that schools qualified for thestudy. Phone calls to a random sample of 20 schools on the original listsuggested that approximately 10% of the schools on the list would meetcriteria for inclusion in the study. Subsequently, to ensure anapproximate sample size of 400, 4,000 schools were randomly selectedfrom the total database of 6,110. Each school was called and askedquestions using a structured protocol to verify they met criteria forinclusion in the study (i.e., day treatment or residential facility forchildren with emotional or behavioral disorders; serve students in anyof grades 1-6; not solely a hospital program). As a result of thisprocess, 636 schools were identified and mailed a survey. However,during the initial verification process, phone interviews commonlyoccurred with an administrative assistant. Because we were concernedthat some administrative assistants might be unfamiliar with the termsday treatment and residential schools for students with EBD, the firstquestion on the principal survey asked respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. to verify that theirschool was day treatment or residential in order to ensure samplevalidity. Subsequently, 156 principals or teachers responded that theyhad been inaccurately classified and these schools were excluded fromthe analysis. In situations where the teacher and principal reports wereinconsistent (n = 4), the principal report was used. In each of thesecases, the principal identified the school as day treatment orresidential and both teacher and principal surveys were included in thesample. Therefore, the final sample consisted of 480 schools. Thismultiple screening approach made certain that data were collected andanalyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. only from day treatment and residential schools serving youthwith EBD. Participant Selection To identify characteristics of both teachers and principals, theprincipal and one teacher were selected from each randomly selectedschool. One principal and one teacher survey was mailed to the principalat each school in the sample. To randomly identify one teacher from eachschool, the principal was asked to use an alphabetized list of teachersfor students in grades 1-6 and provide the first teacher from the listwith the teacher survey. Researchers (Epstein et al., 1997; Foley fo��ley?n.1. A technical process by which sounds are created or altered for use in a film, video, or other electronically produced work.2. A person who creates or alters sounds using this process. &Mundschenk, 1997) have used a similar approach with principals torandomly identify teachers. Although randomly selecting just one teacherfrom each school provided a limited sample size, the randomization randomization (ranˈ·d·m ofschools and teachers increased the likelihood that the sample provided anationally representative group of teachers in day treatment andresidential schools for elementary students with EBD. Instrumentation instrumentation,in music: see orchestra and orchestration. instrumentationIn technology, the development and use of precise measuring, analysis, and control equipment. Based on a review of relevant research, discussion with experts inthe field, a focus group for teachers, and another focus group ofprincipals, two surveys were developed. Questions concerning student,teacher, and principal characteristics were part of a larger survey thatincluded 57 closed-end questions and took approximately 25 minutes tocomplete. The current report focuses on survey questions in three areas:(a) teacher characteristics based on self-reports; (b) principalcharacteristics based on self-reports; and (c) student characteristicsbased on principal responses to questions regarding all students in thefirst through sixth grades in their school. Teachers responded to fourclosed-ended questions concerning demographics and experience and twoclosed-ended questions concerning certification and degree. Teacherswere asked about their gender and age, the number of years, includingthe current year that they had been a teacher, and years they taught attheir current school, including the current year. Teachers were alsoqueried about all educational certifications currently held and theirhighest degree earned. Principals were asked the same six closed-ended questions abouttheir age, gender, years as an administrator, years as an administratorin their current school, and highest degree earned. However, thequestion about current certification varied from the teachers andoffered choices more specific to principals. Principals also respondedto 13 questions concerning characteristics of students in grades 1 - 6at their school. Concerning enrollment, principals were queried on thepercentage of students enrolled in the school solely for a behavioral,psychological, or psychiatric evaluation psychiatric evaluationThe assessment of a person's mental, social, psychologic functionality. See DSM-IV-table multiaxial assessment, Personality testing, Psychiatric history, Psychiatric interview. . Principals responded to allother survey questions based on those students who were not enrolledsolely for an evaluation. Principals also reported on the source ofstudents served in their school (i.e., from the school district; fromthe state in which the school is located; and other states or theDistrict of Columbia District of Columbia,federal district (2000 pop. 572,059, a 5.7% decrease in population since the 1990 census), 69 sq mi (179 sq km), on the east bank of the Potomac River, coextensive with the city of Washington, D.C. (the capital of the United States). ), the average length of enrollment for students,and the percent of students that exited to less restrictive settings.Principals also provided information about the gender and ethnicity ofstudents served. Principals likewise provided data about the total number ofstudents receiving special education services in several disabilitycategories, and the number of students with a Section 504 accommodationsplan. Concerning involvement of outside agencies, principals reportedthe percentage range of students who had previous or current involvementin foster care, with current involvement in juvenile justice due todelinquency, and with current involvement in juvenile justice due tobeing in need of supervision. Principals also described their schooltype and organizational structure (i.e., public school, privatenon-profit school, private for-profit school). Reliability and Validity Several procedures enhanced survey reliability and validity.Teacher and principal surveys maintained a standardized format,directions, and questions (Fink, 1995). The investigators used acodebook codebook - data dictionary to maintain consistency and record decisions during data entry(Litwin, 1995). To ensure reliability during data entry, 30% of teacherand 30% of principal surveys were coded independently by a researchassistant. Reliability was calculated by dividing the number ofagreements by the number of agreements and disagreements and multiplyingby 100%. Data entry reliability for both the teacher and principalsurveys was 99.9%. Two methods were used to increase the validity of thesurvey instrument. Initially, an advisory group reviewed and maderecommendations regarding the survey and study methodology. Also,individual teacher and principal focus groups commented on the formatand content of the surveys. These instruments were modified based on theadvisory group and focus group feedback. Data Collection Initially, principals in the target schools received anintroductory letter about the study. The first survey mailing included ateacher survey with a $2.00 bill attached, a principal survey with a$2.00 bill attached, two self-addressed stamped envelopes, anddirections for randomly selecting a teacher to complete the survey. Twosubsequent mailings and phone calls encouraged principals to complete(or have teachers complete) the survey. For the 480 randomly selected schools that met criteria for thestudy, 271 (56.5%) principal surveys and 229 (47.7%) teacher surveyswere returned, representing 284 schools. Almost half (n = 216, 44.58%)of all schools had both teacher and principal surveys returned.School-level comparisons between respondents and nonrespondents onseveral characteristics such as school type and region in which theschool was located revealed very minor differences between these groups.The only statistically significant difference between respondents andnonrespondents was for school type ([chi square chi square (kī),n a nonparametric statistic used with discrete data in the form of frequency count (nominal data) or percentages or proportions that can be reduced to frequencies. ] = 26.179, 2, p <.01) for schools in which both teacher and principal surveys werereturned and schools where no surveys were returned. A greater number ofteachers and principals returned surveys from special education schools(n = 197) than alternative education schools (n = 12) or alternativeeducation programs (n = 7). Data Analysis Descriptive statistics descriptive statisticssee statistics. provided an overview of survey data. Tocompare student data across school type and organizational structure,chi-square, ANOVA anovasee analysis of variance.ANOVAAnalysis of variance, see there , and Independent T-test comparisons were completed.Specifically, chi-square analysis was used to compare proportions andidentify where significant independence or dependence existed across thetwo noted variables. Interval data were obtained for certain studentcharacteristics (e.g., number receiving special education services,number in various special education classifications, number in eachethnicity, gender). ANOVA and Independent T-test comparisons wereconducted on these variables and type of school and organizationalstructure. To maintain a balance between controlling for Type I and TypeII errors Type I errors (or α error, or false positive) and type II errors (β error, or a false negative) are two terms used to describe statistical errors. Statistical error vs. , an alpha level of .01 was used for all chi-square, ANOVA, andIndependent t-tests. Results Teacher Characteristics Teachers were evenly distributed across three age ranges: 26-35years (n = 84, 36.7%), 36-45 years (n = 58, 25.3%), and 46-55 (n = 65,28.4%). Fewer teachers were 56 years or older (n = 12, 5.2%) or 25 yearsor younger (n = 10, 4.4%). Many more teachers were female (n = 185,80.8%) than male (n = 44, 19.2%). Most teachers reported teaching fiveyears or less in their current school (n = 124, 54.1%), 6-10 years (n =48, 21.0%) or 16 years or greater (n = 68, 29.7%). Fewer teachersreported teaching at their current school 11-15 years (n = 24, 10.5%) or16 or more years (n = 33, 14.4%). The majority of educators reportedthat the total number of years teaching ranged from five years or less(n = 68, 29.7%) or 6-10 (n = 64, 27.9%) years. Additionally, 29.7% (n =68) of educators reported teaching 16 or more years. A smaller number ofteachers (n = 29, 12.7%) reported teaching 11-15 years total. Approximately an equal number of teachers held bachelors (n = 105,46.1%) and master's degrees (n = 119, 52.2%). Few teachers haddoctoral degrees (n = 3, 1.3%) or completed post-doctoral study (n = 1,0.4%). When queried about their educational certifications, teachers (n= 229) reported all certifications that they held. In such cases whererespondents noted all answers that apply, percentages are not noted.Teachers reported certification as a teacher of students with EBD (n =100), general or cross-categorical special educator (n = 94), andelementary educator (n = 93). Also, teachers identified havingcertification as a secondary educator (n = 27), other certification(e.g., counselor, early childhood) (n = 63), or no certification (n =4). Additionally, 80 teachers reported having more than onecertification. Principal Characteristics Principal respondents were primarily in the age ranges of 46-55years (n = 128, 47.8%) and 56 years or older (n = 61, 22.8%). Fewerprincipals were ages 25 or younger (n = 1, 0.4%), 26-35 (n = 24, 9.0%),or 36-45 (n = 54, 20.1%). Also, more female (n = 148, 55.2%) than male(n = 120, 44.8%) professionals held these jobs. Most principals had beenin their current school five years or less (n = 133, 49.8%) or 6-10years (n = 62, 23.2%). Slightly more principals had been at theircurrent school 11-15 years (n = 58, 21.7%), than 16 years or greater (n= 35, 13.1%). Most had been school administrators five years or less (n= 80, 30.0%) and somewhat fewer 6-10 years (n = 59, 22.1%), 11-15 years(n = 58, 21.7%), or 16 or more years (n = 70, 26.2%). Principals most commonly held master's degrees (n = 214,81.1%) or doctoral degrees (n = 26, 9.8%). Fewer principals hadbachelor's degrees (n = 17, 6.4%) or completed post-doctoral study(n = 7, 2.7%). The most common certifications were principal,administrator, or supervisor (n = 177), special education teachers ofstudents with EBD (n = 113), and special education teachers with generalor cross categorical That which is unqualified or unconditional.A categorical imperative is a rule, command, or moral obligation that is absolutely and universally binding.Categorical is also used to describe programs limited to or designed for certain classes of people. emphasis (n = 102). Fewer principals heldcertification as an elementary education elementary educationor primary educationTraditionally, the first stage of formal education, beginning at age 5–7 and ending at age 11–13. teacher (n = 91), secondaryeducation teacher (n = 74), or other certification (e.g., counselor,early childhood) (n = 76). Additionally, principals reported havingmultiple certifications (n = 199) and no certifications (n = 6). Student Characteristics Principals were asked to respond to questions about students in thefirst through sixth grade of their school. Data are organized into twocategories: (a) enrollment and services received; and (b) involvement ofoutside agencies. Because respondents did not answer certain questions,sums across questions may not be consistent. For example, principalsidentified a total of 8,315 students enrolled. However, a total of 5,335students were represented in responses to student ethnicity. Enrollment and services received. Most principals (n = 224, 85.2%)indicated that 10% or fewer of the students at their facility wereenrolled solely for an evaluation. Fewer principals reported studentsenrolled solely for an evaluation in the ranges of 11-25% (n = 12, 4.6),26-50% (n = 4, 1.5%), 51-75% (n = 3, 1.1%), or 76-100% (n = 20, 7.6%).Principals also reported that most students were enrolled from acrossthe state in which the school was located (n = 115, 43.7%) or thedistrict in which the school was located (n = 73, 27.8%). Someprincipals noted students were enrolled from more than one state (n =36, 13.7%) or other (i.e., multiple districts within a state, multiplecounties) (n = 39, 14.8%). Principals noted that students in theresidential program were most commonly enrolled for one year or less (n= 50, 39.7%) or two years (n = 49, 38.9%). Fewer students were enrolledin residential programs for three years (n = 16, 12.7%), four years (n =2, 1.6%), or five years (n = 9, 7.1%). In contrast, students in daytreatment schools were frequently enrolled for 1 year or less (n = 50,21.7%), two years (n = 81, 35.2%) or three years (n = 54, 23.5%). Someprincipals also reported student length of enrollment as four years (n =20, 8.7%) or five years (n = 25, 10.8%). Principals also had variedresponses to the percent of students that exited to less restrictivesettings. The most common ranges were 81-100% of students (n = 70,26.3%), 61-80% of students (n = 63, 23.7%), and 20% or fewer students (n= 55, 20.7%). The other two ranges of students, 21-40% and 41-60%, bothhad 14.7% (n = 39) of principal responses. Principals were asked to write in a specific number of students forfour enrollment classifications: (a) day treatment; (b) residential; (c)ethnicity; and (d) gender (see Table 1). Principal responses revealedthat students enrolled were predominantly pre��dom��i��nant?adj.1. Having greatest ascendancy, importance, influence, authority, or force. See Synonyms at dominant.2. Caucasian (n = 2,908) orAfrican American African AmericanMulticulture A person having origins in any of the black racial groups of Africa.See Race. (n = 1,675). Additionally, based on all principalresponses, 4,350 of the students enrolled were male versus 1,168 female.Additionally, a total of 6,413 students were reportedly enrolled in daytreatment and another 1,902 enrolled in residential schools. Principalsalso provided information about the number of students with variousdisability classifications. There were a total of 5,850 studentsreceiving special education services in responding schools. The mostcommon special education classification was emotional disturbance DISTURBANCE, torts. A wrong done to an incorporeal hereditament, by hindering or disquieting the owner in the enjoyment of it. Finch. L. 187; 3 Bl. Com. 235; 1 Swift's Dig. 522; Com. Dig. Action upon the case for a disturbance, Pleader, 3 I 6; 1 Serg. & Rawle, 298. (n =4,355). Involvement of outside agencies. Principals were also asked aboutthe involvement of students in grades 1-6 with outside agencies: (a)previous or current involvement with foster care; (b) currentinvolvement with juvenile justice due to being in need of supervision;and (c) current involvement with juvenile justice due to delinquency.Specifically, 35.0% (n = 93) of schools had 10% or fewer students withprevious or current involvement in foster care. The next most frequentprincipal responses were 11-25% (n = 62, 23.3%) and 26-50% (n = 60,22.6%) of students involved in foster care. Less frequent were 51-75% (n= 27, 10.2%), 76-100% (n = 19, 7.1%), and don't know (n = 5, 1.9%).Similarly, most schools had 10% or fewer students with currentinvolvement in the juvenile justice system due to delinquency (n = 188,70.4%). The next most common range of students with involvement due todelinquency was 11-25% (n = 33, 12.4%). Principals also reported 26-50%(n = 22, 8.2%), 51-75% (n = 5, 1.9%), and 76-100% (n = 7, 2.6%).Principals also commonly reported 10% or fewer students with currentinvolvement in the juvenile justice system due to being in need ofsupervision (n = 162, 61.6%). Similarly, for youth involved with thejuvenile justice system because they needed supervision, 11-25% (n = 46,17.5%) was the next most common range, followed by 26-50% (n = 21,8.0%), 51-75% (n = 13, 4.9%), and 76-100% (n = 13, 4.9%). Noteworthy,were the 4.6% (n = 12) of principals who were unaware of whetherstudents were involved with the juvenile justice system due to need forsupervision and the 4.5% (n = 12) of principals that did not know ifstudents were involved in juvenile justice due to delinquency. Student Characteristics Across Educational Program Student characteristics were compared across two educationalprogram characteristics: (a) type of services offered (day treatment,residential, combined day treatment and residential); and (b)organizational structure (public school, private non-profit school,private for-profit school). The variables with interval data were numberof students: (a) receiving special education services; (b) with LD; (c)with ED; (d) with MR; (e) with other disability classification; (f)Caucasian; (g) African American; (h) Hispanic; (i) Asian; (j) NativeAmerican; (k) male; (l) female. Independent t-test or ANOVA analyseswere conducted on educational program characteristics and the studentcharacteristics listed. No statistically significant differences werenoted for group means across type of service or organizationalstructure. For questions that resulted in nominal or ordinal (mathematics) ordinal - An isomorphism class of well-ordered sets. data, chi-squareanalyses were conducted to identify any statistically significantdifferences between proportions. Specifically, the areas considered werelength of enrollment in day treatment, length of enrollment inresidential, area from where students were served (i.e., withindistrict, within state, other), and involvement of outside agencies(i.e., juvenile justice-in need of supervision, juvenilejustice-delinquency, foster care). A statistically significantdifference was noted for area from where students were served acrossorganizational structure (public, private non-profit, other) ([chisquare] = 45.082, 4, p < .01) (see Table 2). (2) Results indicatedthat public school programs most often served students from withindistrict (n = 52, 20.3%) and private non-profit schools frequentlyserved students from within the state in which the school was located (n= 66, 25.8%). Two comparisons of student characteristics were statisticallysignificant for types of school (day treatment, residential, combinedday treatment and residential) based on principal responses (see Table3). A statistically significant difference was noted for studentpopulation served and school types ([chi square] = 44.047, 4, p <.01). More students from within district were enrolled in day treatment(n = 66, 25.4%). In contrast, residential (n = 26, 10.0%) and combinedday and residential (n = 37, 14.2%) schools more commonly servedstudents from across the state in which the school is located. Alsostatistically significant was the proportion of students with previousor current involvement in foster care and school type ([chi square] =48.681, 8, p < .01). Most day treatment schools had 10% or fewerstudents involved in foster care (n = 69, 26.7%), while residentialschools more commonly had 26-50% of students involved in foster care (n= 10, 3.9%). Combined day and residential schools more commonly had26-50% of students with foster care involvement (n = 16, 6.2%). Discussion This study provides a national picture of student, teacher, andprincipal characteristics in elementary day treatment and residentialschools that serve students with EBD. Although this study did not focuson direct links between student and educator characteristics and studentoutcomes, several indicators should be considered as possible riskfactors or factors that may promote student academic and behavioralsuccess and be noted in future research. Teachers Within the current study, teachers in day treatment and residentialschools were largely female and evenly distributed across several ageranges. Female teachers outnumbered Outnumbered is a British sitcom that aired on BBC One in 2007.[1] It stars Hugh Dennis and Claire Skinner as a mother and father who are outnumbered by their three children. male teachers by a ratio ofapproximately 3:1. This is generally consistent with other research onteachers of students with EBD (Clark-Chiarelli & Singer, 1995), aswell as national studies on general and special educators (Westat,2002a). However, the issue of teacher gender may have greaterimplications for students enrolled in day treatment and residentialschools; particularly given the high percentage of male students inthose settings. While females play an important role in youthdevelopment, access to positive male role models in these settings isalso important (Doud & Keller, 1998). Approximately 1/3 of teachers in this study had been teaching fiveyears or less and over 1/2 of the teachers had been at their currentschool five years or less. Researchers have noted the link betweenteacher effectiveness and experience (Darling-Hammond, 2000; Rivkin,Hanushek, & Kain, 2000). However, the data in the current study aregenerally consistent with the tenure of teachers of students with EBD(Carlson, Lee, & Willig, 2002). Unfortunately, there is a nationwideshortage of almost 6,000 teachers for students with EBD (Advocacy inAction, 1995; Wald, 1996) and teachers of students with EBD have thehighest attrition rate Noun 1. attrition rate - the rate of shrinkage in size or numberrate of attritionrate - a magnitude or frequency relative to a time unit; "they traveled at a rate of 55 miles per hour"; "the rate of change was faster than expected" of any group of special educators (Koyanagi &Gaines, 1993; Lauritzen & Friedman, 1991; Lawrenson & McKinnon,1982) or general educators (Boe, Bobbit, & Cook, 1997). Additionalresearch could shed light on the high percentage of new teachers inthese schools. Certification and educational background also provide informationas to the preparedness pre��par��ed��ness?n.The state of being prepared, especially military readiness for combat.Noun 1. preparedness - the state of having been made ready or prepared for use or action (especially military action); "putting them of teachers to instruct in��struct?v. in��struct��ed, in��struct��ing, in��structsv.tr.1. To provide with knowledge, especially in a methodical way. See Synonyms at teach.2. To give orders to; direct.v. elementary students withEBD in day treatment and residential schools. About half of respondingteachers had bachelors degrees, while the other half had mastersdegrees. This is generally consistent with teachers of students withEBD, special educators, and general educators (Westat, 2002c).Additionally, teachers commonly noted certification as teacher forstudents with EBD, cross-categorical special education, and elementaryeducation. Only four teachers had no certification and about one-thirdof the teachers had more than one certification. These facts provide aslightly more positive picture than earlier studies (Grosenick, George,& George, 1987; Morse Cutler, & Fink, 1964) that reportedteachers of students in EBD programs were essentially unprepared toteach those children. However, the current study did not ask teachers ifthey held emergency or probationary certification. While many teacherswere certified to teach students with EBD and had master's degrees,additional research should consider the requirements of current EBDprograms, certification requirements, and details of state licensure licensure(lī´snsh examinations for these teachers. In light of the No Child Left BehindAct (2001), it is critical for all teachers to develop an understandingof academic content, achievement standards, and effective instructionalstrategies (Educational Policy Reform Research Institute, 2003;McLaughlin, 2000). Principals The current study provides an initial look at the characteristicsof principals in day treatment and residential schools on a nationallevel. There were slightly more female than male principals and almosthalf of these professionals were in the 46-55 age range. Another 23% ofprincipals were 56 years or older. Compared to public schools ingeneral, there are about 11% more female principals in day treatment andresidential schools (Gates et al., 2003). However, the average age isgenerally consistent with principals in public schools (Gates et al.,2003). Given the overwhelming number of female teachers and therelatively high percentage of female principals, it is important thatyouth have access to both male and female role models (Doud &Keller, 1998). This is particularly essential for children inresidential care that may have less frequent contact with their parents. Principal education and certification provides importantinformation as to the preparedness of the professionals to work withthis population. A majority of principals in day treatment andresidential schools held master's degrees and most principals hadsome type of educational certification. The most common certificationswere principal, administrator, or supervisor, followed by specialeducation teachers of students with EBD, and general orcross-categorical special education teachers. Clearly, principals in daytreatment and residential schools have education and certification thatsupports their qualifications to assist students and teachers withinthis school setting. However, as Roza, er al. (2003) noted, there arelimitations to the use of these factors to assess principal competence.Certification and educational attainment Educational attainment is a term commonly used by statisticans to refer to the highest degree of education an individual has completed.[1]The US Census Bureau Glossary defines educational attainment as "the highest level of education completed in terms of the do not provide information onleadership and interpersonal skills "Interpersonal skills" refers to mental and communicative algorithms applied during social communications and interactions in order to reach certain effects or results. The term "interpersonal skills" is used often in business contexts to refer to the measure of a person's ability . Students Results indicated that students served in the day treatment andresidential schools most commonly were male and came from across thestate in which the school was located. Fewer schools served studentssolely from the school district in which the school was located. Also,there was an overrepresentation of African American students and anunderrepresentation of Asian and Hispanic students among childrenattending these schools. The most common lengths of enrollment forstudents in day treatment were from two to three years. In contrast,students were commonly enrolled in residential schools for one year orless. Importantly, principals reported that most students exit the daytreatment or residential school and go to a less restrictive schoolsetting. For the sample of 271 schools, principals reported a total of 6,413students in day treatment and 1,902 in residential school placement.Male students outnumbered female students by about 4:1. Concerningstudent ethnicity, African American students were more than twice aslikely to receive services in day treatment and residential schoolplacement as their numbers in U.S. student population; the placement ofCaucasian students in these programs was consistent but slightly lowerthan their representation in the U.S. school population (U.S. Departmentof Education, 2003). Enrollment of Hispanic students and Asian studentswas lower than would be predicted based on their representation amongchildren attending U.S. public schools (U.S. Department of Education).The extent to which enrollment of certain groups of students is relatedto cultural characteristics or differential access to these programs isunclear. Involvement of outside agencies. Data indicated that students inday treatment and residential schools were more likely than youth in thegeneral population to be involved with the foster care and juvenilejustice systems. These issues may have a significant impact on studentacademic and behavioral performance in school. Based on principalresponses, a statistically significant difference was noted in theproportion of students with previous or current involvement in fostercare and type of educational service. Most day treatment schools hadfewer students involved in foster care, compared to residential andcombined day and residential schools. The high rate of studentinvolvement in foster care highlights the importance of school policiesand practices that promote collaboration and efficient informationexchange between day treatment or residential schools and social serviceagencies (Oseroff, Oseroff, Westling, & Gessler, 1999).Collaboration among professionals is a critical component of effectiveservices for children with EBD (Cheney & Osher, 1997) and isidentified as a goal of the National Agenda for Children and Youth withSerious Emotional Disturbance (U.S. Department of Education, 1994). Based on principal reports, most schools had 10% or fewer studentswith current involvement in the juvenile justice system due todelinquency or being in need of supervision. These results were notsurprising given the young age of children in grades 1-6. Nationally,youth age 12 and under account for 1.7% (n = 194,411) of all arrests(U.S. Department of Justice, 1996) and about 9% of juvenile arrests forthose 18 and under (Butts Butts is a surname, and may refer to: Alfred Mosher Butts Calvin O. Butts Clyde Butts Gerald M. Butts James Butts Mr. Butts, fictional character Marion Butts Mary Butts Peggy Butts Ray Butts & Snyder, 1997). However, about one-fourthof day treatment and residential schools had children involved with thejuvenile justice system due to delinquency at a rate equal to or greaterthan 11%. Also, approximately 30% of principals noted 11% or more ofyouth at their schools were involved with the juvenile justice systembecause they needed supervision. Student involvement with multipleagencies requires systemized collaboration and sharing of data. Exchangeof records between educational and juvenile correctional organizationsis a longstanding problem that requires attention (Gagnon & Mayer,2004). Limitations The current data on teacher, principal, and student characteristicsprovides valuable information for educators, policymakers, and parents.However, there are limitations regarding the depth of informationpossible from a national survey and additional research is needed. Whilethis study provided information on a national representative sample ofchildren in the most restrictive educational settings, descriptions ofstudent characteristics were obtained solely from principal reports, apractice widely used by federal and state agencies. However, subsequentresearch should verify principal reports with a review of school, localeducation agency, and state documents of student characteristics inelementary day treatment and residential schools. Another limitation isthe response rate for the survey. Researchers (Weisberg, Krosnick, &Bowen, 1989) acknowledge that 50% is an acceptable response rate formail surveys. While only one minor difference (i.e., school type)existed between respondents and non-respondents, a response rate higherthan the 56.45% obtained from principals in this study would providemore robust findings. Implications The current investigation is the first national picture ofstudents, teachers, and principals in day treatment and residentialschools for elementary students with EBD. While the study providesanswers to basic questions about who is served and by whom, a number ofother issues are raised. For example, while the level of teacher andprincipal education and certification is encouraging, the highpercentage of principals and teachers with limited experience is asignificant issue. Ongoing and comprehensive teacher and principalin-service training may be necessary to ensure continuity of educationaland behavioral programming and address the needs of students who enterday treatment from many different school districts. Because students arein day treatment and residential schools for significant periods of timeand commonly exit to less restrictive settings, it is also critical thatschool-level policies align align (līn),v to move the teeth into their proper positions to conform to the line of occlusion. with state policies. For students tosuccessfully reintegrate re��in��te��grate?tr.v. re��in��te��grat��ed, re��in��te��grat��ing, re��in��te��gratesTo restore to a condition of integration or unity.re into public or home schools, they must beprovided an education that is consistent with public school expectationsand the requirements of No Child Left Behind (2001). However, there issome indication that many day treatment and residential schoolcurriculum, assessment, and accountability policies are not aligned withstates (Gagnon & McLaughlin, 2004). This study also documents that even among elementary-schoolstudents, there is a relatively high level of involvement with fostercare and juvenile corrections. This requires cooperation and informationsharing See data conferencing. between agencies and programs so that student needs areadequately communicated and addressed. Such collaboration must beinstitutionalized in��sti��tu��tion��al��ize?tr.v. in��sti��tu��tion��al��ized, in��sti��tu��tion��al��iz��ing, in��sti��tu��tion��al��iz��es1. a. To make into, treat as, or give the character of an institution to.b. via specific agency policies to ensure that studentsinvolved in more than one agency are guaranteed coordinated andcomprehensive services. Finally, the study also documents the ongoingand persistent disproportionate dis��pro��por��tion��ate?adj.Out of proportion, as in size, shape, or amount.dispro��por representation of African Americanstudents and males in the most restrictive settings available forspecial education services. A better understanding of thedecision-making process and family and community factors associated withthose placement decisions would help professionals, advocates, andfamily members respond to disproportionate placement. Conclusions This study provides much needed information about thecharacteristics of elementary students identified as having EBD andserved in day treatment and residential settings and those who educatethem. The current data allow for an initial look at principal andteacher qualifications and experience, as well as studentcharacteristics (e.g., involvement with foster care, juvenile justicesystems) that may have an effect on student academic and behavioralsuccess. With this information, and the understanding that thesestudents typically return to a less restrictive setting, we can beginthe process of identifying necessary supports for students, andeffective policies and practices. Notes 1 School type and organizational structure were defined differentlyin the commercial database than on the survey. 2 In this Chi-square comparison, to assure an expected value Expected valueThe weighted average of a probability distribution. 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The bestowal of money as a permanent fund, the income of which is to be used for the benefit of a charity, college, or other institution. for the Business of Government.Retrieved January 24, 2003 fromhttp://216.239.37.104/search?q=cache:0LU5nr1MGs0J:www.sunysb.edu/polsci/downloads/working/teskeschneider1.pdf+the+importance+of+leadership:+the+role+of+school+principals&hl=en&ie=UTF-8 U.S. Department of Education. (1994). Sixteenth annual report tocongress on the implementation of the Individuals with DisabilitiesEducation Act. Jessup, MD: Education Publications Center. U.S. Department of Education. (2003). Twenty-fifth annual report tocongress on the implementation of the Individuals with DisabilitiesEducation Act. Jessup, MD: Education Publications Center. U.S. Department of Justice. (1996). 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Glenview,IL: Scott, Foresman. Westat. (2002a). Percent of service providers who are male orfemale, by type of service provider. Retrieved June 24, 2002, fromwww.spense.org/ Westat. (2002b). Percent of service providers with various types ofteacher certification, by type of service provider. Retrieved June 24,2002, from www.spense.org/ Westat. (2002c). Service providers' level of education, bytype of service provider. Retrieved June 24, 2002, from www.spense.org/ Joseph C. Gagnon George Mason University Peter E. Leone University of Maryland Correspondence to:Joseph Gagnon, Ph.D, George Mason University,College of Education and Human Development, 4400 University Drive, MS1E8, Fairfax, VA 22030. Tel: (703) 993-2045. E-mail: jgagnon@gmu.edu. This research was supported by: Grant #522739, U.S. Department ofEducation, Office of Special Education Programs; and Educational PolicyReform Research Institute (EPRRI) Grant #H324P000004, U.S. Department ofEducation, Office of Special Education. The views expressed do notnecessarily reflect those of the funding sources.Table 1 Student Enrollment and Services ReceivedStudent Characteristic Number of Maximum Mean Median Mode Sum RespondentsDay treatment 218 148 29.42 21.00 25 6413Residential 93 68 20.45 16.00 6 1902Hispanic 229 19 2.14 1.00 0 451African American 229 55 8.97 4.00 0 1675Asian 229 4 0.24 0.00 0 45Caucasian 229 62 14.29 11.00 6 2908Native American 229 20 0.40 0.00 0 65Biracial 227 10 0.91 0.00 0 191Female 233 48 5.57 3.00 0 1168Male 232 87 21.56 17.00 6 4350Special Education 230 100 25.43 21.00 25 5850LD 232 30 2.04 0.00 0 473EBD 232 87 18.77 15.00 0 4355MR 232 42 2.09 0.00 0 484Other Sped. 232 71 3.93 0.00 0 911 ClassificationNote. Other special education classification = all categories notrepresented in the table; LD = learning disability; EBD = emotional/behavioral disorder; MR = mental retardation; Accom. = accommodations;Sped. = special education.Table 2 Student Characteristics and Organizational Structure No. (%)Characteristics Public Private Non-Profit OtherStudents ServedFrom Within District 52 (20.3) 12 (4.7) 6 (2.3)From Within State 28 (10.9) 66 (25.8) 19 (7.4)Other 27 (10.5) 35 (13.7) 11 (4.3)Length of Enrollment in Day treatment1 Year or Less 26 (11.5 17 (7.6) 6 (2.7)2 Years or More 69 (30.8) 84 (37.5) 22 (9.8)Length of Enrollmen in Residential1 Year or Less 23 (18.5) 17 (13.7) 8 (6.52 Years or More 19 (15.3) 45 (36.3) 12 (9.7)Previous or Current Involvement in Foster Care10% or less 41 (16.1) 38 (15.0) 11 (4.3)11-25% 27 (10.6) 25 (9.8) 8 (3.1)26-50% 19 (7.5) 35 (13.8) 6 (2.451% or more 19 (7.5) 16 (6.3) 9 (3.5)Current Involvement in Juvenile Justice-In Need of Supervision10% or less 62 (25.3) 72 (29.4) 25 (10.2)11-25% 21 (8.6) 20 (8.2) 4 (1.6)26-50% 10 (4.1) 7 (2.9) 2 (0.8)51% or more 11 (4.5) 8 (3.3) 3 (1.2)Current Involvement in Juvenile Justice--Delinquency10% or less 73 (29.3) 83 (33.3) 29 (11.6)11-25% 19 (7.6) 11 (4.4) 1 (0.4)26-50% 11 (4.4) 6 (2.4) 4 (1.6)51% or more 4 (1.6) 7 (2.8) 1 (0.4) SignificanceCharacteristics df [chi square] PStudents Served 4 45.082 .000From Within DistrictFrom Within StateOtherLength of Enrollment in Day Treatment 2 3.184 .2041 Year or Less2 Years or MoreLength of Enrollmen in Residential 2 7.907 .2041 Year or Less2 Years or MorePrevious or Current Involvement in Foster Care 6 7.605 .26810% or less11-25%26-50%51% or moreCurrent Involvement in Juvenile Justice--In Need of Supervision 6 3.320 .76810% or less11-25%26-50%51% or moreCurrent Involvement in Juvenile Justice--Delinquency 6 9.459 .14910% or less11-25%26-50%51% or moreNOTE: Other = private for--profit school, public school in a privatefacility, state program, contracted school with the public school, otherorganizational structure.Table 3 Student Characteristics and School Type No. (%) Day Day TreatmentCharacteristics Treatment Residential and ResidentialStudents ServedFrom Within District 66 (25.4) -- 5 (1.9)From Within State 52 (20.0) 26 (10.0) 37 (14.2)Other 43 (16.5) 14 (5.4) 17 (6.5)Length of Enrollment in Day Treatment1 Year or Less 28 (14.5) -- 14 (7.3)2 Years or More 112 (58.0) -- 39 (20.2)Length of Enrollment in Residential1 Year or Less -- 21 (22.8) 17 (18.5)2 Years or More -- 16 (17.4) 38 (41.3)Previous or Current Involvement in Foster Care10% or less 69 (26.7) 7 (2.7) 15 (5.8)11-25% 48 (18.6) 4 (1.6) 9 (3.5)26-50% 34 (13.2) 10 (3.9) 16 (6.2)51-75% 10 (3.9) 6 (2.3) 11 (4.3)76-100% 2 (0.8) 9 (3.5) 8 (3.1) SignificanceCharacteristics df [chi square] pStudents Served 4 44.047 .000From Within DistrictFrom Within StateOtherLength of Enrollment in Day Treatment 1 .929 .3351 Year or Less2 Years or MoreLength of Enrollment in Residential 1 6.096 .0141 Year or Less2 Years or MorePrevious or Current Involvement in Foster Care 8 48.681 .00010% or less11-25%26-50%51-75%76-100%NOTE: Other = from within state and other states, any otherconfiguration.