Using data from the National Education Longitudinal Study of 1988 (NELS:88), this quantitative study examines the impact of reading test scores as it relates to high school completion for American students with emotional behavioral disability characteristics. By analyzing the impact reading test scores have for this population, educational leaders can gain a better understanding of what factors have the greatest impact on reading scores and subsequently change educational approaches to better meet these students' needs. The NELS:88 research was used because the data was available on a national scale and limited research for EBD has been done nationally. It also included language arts teacher informational data that was not included in other national studies. Since the 1970s, new educational testing frameworks have begun to focus on new areas of reading comprehension to address, and in some cases explain, educational gaps in reading among American students. In particular, this study aims to determine whether there is significant impact on reading test score outcomes and high school completion for students with emotional behavioral disability characteristics in regards to classroom ecology or if certain language arts topics are emphasized over others. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]