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ERIC Number: ED556483
Record Type: Non-Journal
Publication Date: 2014-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 54
Postsecondary Transition and English Learners with Disabilities: Data from the Second National Longitudinal Transition Study. WCER Working Paper No. 2014-4
Trainor, Audrey A.; Murray, Angela; Kim, Hyejung
Wisconsin Center for Education Research
Although English Learners (ELs) constitute one of the fastest growing subpopulations in U.S. schools, little is known about the postschool outcomes of ELs who are also students with disabilities (ELSWD). This descriptive study examines a nationally representative sample of ELSWD through a secondary analysis of the National Longitudinal Transition Study (NLTS2). Descriptive statistical analyses were used to identify ELSWDs' sociodemographic characteristics, education and transition program characteristics, and postschool outcomes, as compared to their non-EL peers with disabilities included in the NLTS2. Results confirmed disproportionate identification by race/ethnicity for Latinos and European American as ELSWD. Findings also illustrated alignment between transition planning and courses taken, yet postschool employment was significantly lower for ELSWD. Implications for research include the need to develop methods that address ELSWD disproportionality in high school and transition outcome variables unique to this population. Implications for practice include the need to develop teacher preparation programs that apprise secondary special educators of ELSWD characteristics and their transition-related preferences, strengths, and needs.
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wisconsin Center for Education Research
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students