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ERIC Number: EJ1141715
Record Type: Journal
Publication Date: 2017-Jun
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1088-3576
High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder
Wei, Xin; Yu, Jennifer W.; Shattuck, Paul; Blackorby, Jose
Focus on Autism and Other Developmental Disabilities, v32 n2 p83-92 Jun 2017
Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study--2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: HRD1130088; R324A120012; R01MH086489