NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED495724
Record Type: Non-Journal
Publication Date: 2005-Nov
Pages: 7
Abstractor: ERIC
Reference Count: 10
High School Completion by Youth with Disabilities. Facts from NLTS2
National Center for Special Education Research
Data from the National Longitudinal Transition Study-2 (NLTS2) are designed to provide a national picture of the rate at which secondary school students with disabilities complete high school and how they fare in their early postschool years. Further, comparisons of findings from NLTS2 and the original NLTS enables an investigation of changes in school completion rates from 1987 through 2003. There has been an increase over time in the percentage of youth with disabilities who complete high school; according to NLTS2, 72 percent achieve that milestone. However, this mark of success is much more common for some youth than others. Those with sensory or orthopedic impairments finish school at much higher rates, for example, than youth with multiple disabilities or emotional disturbances. Hispanic youth with disabilities and those from the lowest-income households also lag behind others in their high school completion rates. Whether youth with disabilities finish or drop out of high school is associated with marked differences in their experiences in the early postschool years. A high school diploma gives graduates with disabilities access to a college education that is unavailable to most dropouts. Although the two groups are equally likely to be working for pay after high school, dropouts work longer hours, on average, thereby generating greater income. But the decision to drop out of high school is reversible. About 3 in 10 dropouts with disabilities pursue a high school diploma within 2 years of first leaving school, and about one-third of those youth with disabilities earn their high school credential in that time period. This report on the school completion status of youth with disabilities focuses on the very early years after they leave high school. Because NLTS2 is longitudinal, it offers the opportunity to revisit the question of how graduates and dropouts with disabilities fare as they transition to adulthood, including, for example, whether larger proportions of dropouts eventually earn a diploma or completion certificate or obtain postsecondary education, and how the earnings of graduates and dropouts compare as they have greater experience in the labor market. (Contains 5 figures and 11 footnotes.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site:
Publication Type: Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), Washington, DC.
IES Funded: Yes