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ERIC Number: ED467478
Record Type: RIE
Publication Date: 2001-Jun
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Life after High School: Which Postschool Outcomes Matter for Students with and without Disabilities in Restructured High Schools? Research Institute on Secondary Education Reform (RISER) for Youth with Disabilities Brief.
Mooney, Marianne; Phelps, L. Allen
The Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has been studying three significantly restructured high schools that have included students with disabilities and their parents in the design and/or implementation of school reform efforts. Each of these schools has operated for 3-12 years with its new, whole-school reform design and ranges in size from 400 to 1,000 students. This brief reports results from a survey of educators, counselors, and administrators in the three schools that examined which post-school outcomes are most important to educators, the extent to which educators expectations for post-school outcomes differ for students with disabilities, and how this information can be used to provide accountability for the school and to improve teaching and learning experiences for students. Results indicate that of the 50 possible post-school outcomes on the survey, 7 emerged as equally important for students with and without disabilities, including success in both college and career choices, college admission and completion, type of employment, job satisfaction, and not working/not in school. The respondents comments regarding the current and potential uses of post-school information reflected an emphasis on uses that would directly benefit teaching, curriculum, new or improved policies, and future students. (CR)
RISER, University of Madison-Wisconsin, 1025 West Johnson Street, Suite 461, Madison, WI 53706. For full text:t http://www.wcer.wisc.edu/riser/briefs.html.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.