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ERIC Number: ED540440
Record Type: Non-Journal
Publication Date: 2007-Jun
Pages: 2
Abstractor: ERIC
Reference Count: 0
Understanding School Dropout for Urban, Ethnic Minority Teenage Mothers with Learning Disabilities (LD). Disability Research Brief
Taylor-Ritzler, Tina; Balcazar, Fabricio E.; McDonald, Katherine
Institute on Disability and Human Development
Youth who experience either LD or teenage motherhood often drop out of school. Further, about 50% of young girls with LD become mothers by their early 20s compared to 28% of young women in the general population. There is therefore a high likelihood that teenage mothers with LD will drop out of school. Dropping out of school is of concern because it typically results in a host of negative consequences, including an increased likelihood of living in poverty. Moreover, children of teenage mothers are likely to experience poor educational and health outcomes. It is therefore critical to understand why many teenage mothers with LD drop out of school in order to design effective methods of preventing them from dropping out. The Young Moms Study explored the factors and processes related to high school dropout from the perspectives of a group of 10 teenage mothers with LD who dropped out of school, a group of 10 teenage mothers with LD who had never dropped out, and 24 of their educational and social service providers. This brief presents the findings on the following questions: (1) What led teenage mothers with LD to drop out of school?; and (2) What happened to teenage mothers with LD who dropped out of school? Recommendations based on the research findings are also presented.
Institute on Disability and Human Development. 1640 West Roosevelt Road, MC 626, Department of Disability and Human Development, University of Illinois at Chicago, Chicago, IL 60608. Tel: 312-413-1647; Fax: 312-413-1630; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: University of Illinois at Chicago, Institute on Disability and Human Development (IDHD)