NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED512149
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 163
Abstractor: ERIC
Reference Count: 72
ISBN: N/A
ISSN: N/A
Comparisons across Time of the Outcomes of Youth with Disabilities up to 4 Years after High School. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). NCSER 2010-3008
Newman, Lynn; Wagner, Mary; Cameto, Renee; Knokey, Anne-Marie; Shaver, Debra
National Center for Special Education Research
In an effort to document the secondary school experiences and postsecondary outcomes of students with disabilities over the last two decades, the U.S. Department of Education (ED) sponsored two longitudinal research studies 15 years apart. The first study, the National Longitudinal Transition Study (NLTS) generated nationally representative information about secondary-school-age youth who were receiving special education services in 1985. To assess the status of youth with disabilities in the early 21st century, ED commissioned the National Longitudinal Transition Study-2 (NLTS2) to generate nationally representative information about secondary-school-age youth who were receiving special education services in 2000. NLTS2 addresses many of the same issues as NLTS, but extends its scope. This report focuses on the subset of youth represented in NLTS and NLTS2 who had been out of high school up to 4 years. Appendices include: (1) NLTS and NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analyses. (Contains 46 tables, 20 figures and 75 footnotes.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: High Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Special Education Research (ED)
IES Funded: Yes