ERIC Number: ED408771
Record Type: Non-Journal
Publication Date: 1996-Nov
Reference Count: N/A
School Completion Rates for Children with Disabilities: The Role of Economic and Demographic Factors. A Project ALIGN Issue Brief.
Mitchell, Melissa, Ed.
This policy brief reports on a study of variation in states' school completion rates for students with disabilities and the relationship of school completion to economic, sociodemographic, and educational variables. States' school completion rates were calculated from data maintained by the Department of Education. In addition, state-level special education personnel were interviewed in three states with relatively high and stable percentages of students with disabilities graduating. Graduation rates (either diploma or certificate) for this population ranged from .07 percent of the resident population in Arkansas to .47 percent in Virginia. Some states did not grant certificates, while others presented more certificates than diplomas to students with disabilities. Application of several predictive models identified predictors for all disabilities, for students with specific learning disabilities, for students with severe emotional disturbances, and for students with mental retardation. All three states' interviewees described sustained leadership, a focus on school completion for students with disabilities, and implementation of specific initiatives related to completion. Findings suggest the following recommendations: first, base reform and change initiatives on a data-based information pool, and, second, refashion special education using emerging knowledge about relationships between economic, educational, and demographic variables and disability issues. Tables and graphs detail graduation rates and predictor variables by disability group and data on graduation by diploma or certificate. (Contains 12 references.) (DB)
Descriptors: Academic Achievement, Academic Persistence, Differences, Disabilities, Dropout Research, Graduation, High Schools, Predictor Variables
Donald Oswald, Commonwealth Institute for Child and Family Studies, Dept. of Psychiatry, MCV/VCU, P.O. Box 980489, Richmond, VA 23298-0489.
Publication Type: Information Analyses; Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Virginia Commonwealth Univ., Richmond. Commonwealth Inst. for Child and Family Studies.