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ERIC Number: ED306292
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 52
Abstractor: N/A
Reference Count: N/A
Educational Programs and Achievements of Secondary Special Education Students: Findings from the National Longitudinal Transition Study.
Wagner, Mary; Shaver, Debra M.
Initial findings regarding the educational programs and other secondary special education services surveyed during the congressionally mandated National Longitudinal Transition Study (NLTS) of Special Education Students are presented. The study, started in 1987 under a Department of Education contract with SRI International, addresses issues concerning disabled youths' school programs, services, social integration, educational achievements, and independent living and employment experiences. Three major areas are addressed: (1) what educational programs and other services are provided to secondary special education students; (2) how well to these students perform in school; and (3) what student characteristics are related to school performance, as measured by receipt of failing grades, among special education students. Data for a nationally representative sample of more than 8,000 youth (aged 13 to 23 years) who attended special education in the 1985-86 school year, were collected in 1987 via telephone interviews with parents, a survey of schools youth attended, and students' school records. Specific findings are presented on types of educational programs, nature and size of schools attended, educational achievement, school characteristics, participation in special education and regular education courses, enrollment in vocational education, other services received, demographic characteristics, academic achievement, and characteristics related to school performance, as measured by failing grades. Fourteen data tables are provided. An overview of the NLTS is appended. (TJH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students