ERIC Number: ED341226
Record Type: RIE
Publication Date: 1991-Sep
Reference Count: N/A
Dropouts with Disabilities: What Do We Know? What Can We Do? A Report from the National Longitudinal Transition Study of Special Education Students.
This report presents findings on school leaving, part of a 5-year study on the transition of youth with disabilities from secondary school to early adulthood. Telephone interviews were conducted in 1987 with parents of approximately 8,000 youth (ages 13 to 21 and enrolled in special education in 1985-86) representing all 11 federal special education disability categories. Major findings indicated: approximately half of students with disabilities left secondary school by graduating; almost one-third of school leavers with disabilities were dropouts; absenteeism was frequently a precursor of early school leaving, with dropouts absent an average of 3 weeks during their most recent school year; more than one third of the students had failed at least one course during that year; and the dropout rate was particularly acute for those classified as seriously emotionally disturbed, learning disabled, speech impaired, or mentally retarded. Findings also identified school interventions that can reduce dropout rates in this population, including intervention early in students' school careers and provision of occupationally oriented vocational education. Such efforts are demonstrated as valuable by data indicating substantially higher post-school competitive employment rates by graduates. Appendixes provide an overview of the National Longitudinal Transition Study and study details. (50 references) (DB)
Descriptors: Academic Failure, Attendance, Disabilities, Dropout Prevention, Dropout Rate, Dropout Research, Education Work Relationship, Employment Potential, High Schools, Intervention, Interviews, National Surveys, Student Characteristics, Vocational Education
SRI International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 ($15.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers: National Longitudinal Transition Study Spec Educ
Note: For related documents, see EC 300 997-998.