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ERIC Number: EJ908282
Record Type: Journal
Publication Date: 2011-Feb
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0272-7757
Skills, Standards, and Disabilities: How Youth with Learning Disabilities Fare in High School and beyond
McGee, Andrew
Economics of Education Review, v30 n1 p109-129 Feb 2011
Learning disabled youth in the Child and Young Adult samples of the NLSY79 are "more" likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate from high school at higher rates than youth with the same cognitive abilities because of high school graduation policies that make it easier for learning disabled youth to obtain a high school diploma. The effects of these graduation policies are even more remarkable given that I find evidence that learning disabled youth have less "unmeasured" human capital than observationally equivalent youth as after high school they are less likely to be employed or continue on to college and earn less than their observationally equivalent non-learning disabled peers. (Contains 10 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Survey of Youth