ERIC Number: ED369233
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
How Well Are Youth with Disabilities Really Doing? A Comparison of Youth with Disabilities and Youth in General. A Report from the National Longitudinal Transition Study of Special Education Students.
Marder, Camille; D'Amico, Ronald
This report used data from the National Longitudinal Survey of Youth (NLSY) and the National Longitudinal Transition Survey (NLTS) to evaluate outcomes for 11 categories of students with disabilities in comparison with nondisabled students. The study focused on youth in the last years of secondary school and in the 2 years after leaving secondary school and looked at how many young people dropped out of secondary school, the grade levels at which dropouts left, how many of those who dropped out completed general education development (GED) programs, and how many of those who graduated attended postsecondary schools. The study also examined employment patterns and a measure of social adjustment (the arrest rate). Findings indicated that, compared to nondisabled individuals: (1) more students with disabilities dropped out of secondary school; (2) fewer dropouts with disabilities completed GEDs; (3) fewer graduates with disabilities attended postsecondary schools; (4) fewer youth with disabilities had paying jobs; (5) more employed youth with disabilities worked part-time and in low-status jobs; (6) fewer out-of-school youth with disabilities achieved residential independence; and (7) more youth with disabilities were arrested. Extensive appendices include details of the NLTS sample design, NLTS products, the NLSY study analysis, variables used in the report, and disability classifications. (Contains 51 references.) (DB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers - Assessments and Surveys: National Longitudinal Survey of Youth; National Longitudinal Transition Study of Special Education Students