Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Since 1982, the U.S. Department of Education's National Center for Education Statistics (NCES) has periodically surveyed the status of curricula being implemented in America's high schools and the course-taking patterns of high school students, as identified from their transcripts. Data from the High School Transcript Study (HSTS), conducted in…

The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS…

The success that youth with disabilities achieve in school can be influenced by access to a range of services that support their education goals. As part of its mandate, the Individuals with Disabilities Education Act Amendments of 1997 (IDEA '97) requires the provision of related services and supports to students with disabilities who are deemed…

The Office of Special Education Programs (OSEP) of the U.S. Department of Education is working to provide the information needed to improve the transition and postschool outcomes of secondary school students with disabilities, in part through the National Longitudinal Transition Study-2 (NLTS2). The findings of this 10-year study generalize to…