Changes over Time in the Secondary School Experiences of Students with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) … (original) (raw)
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Online Submission, 2005
for their leadership and guidance in helping make NLTS2 and the OSEP longitudinal studies program such a valuable asset to our field. • Kathryn Valdes, Hal Javitz, and the rest of SRI's programming and data management team, whose technical expertise and responsiveness to innumerable and sometimes frantic analysts' requests makes a huge analytic task manageable. • Marion Collins, Klaus Krause, Roxanne Jones, and SRI's administrative team for their unfailing support in bringing the study's products to the public. • Our colleagues at RTI for their contributions as subcontractors in collecting the data reported here. • Margo Izzo and John Trach, who reviewed this report, and to our several colleagues in the research, policy, practitioner, parent, and advocacy communities who have contributed their time and ideas to NLTS2 along the way. But none of the contributions made by the NLTS2 team would be meaningful without the generosity of the out-of-school youth with disabilities whose stories we tell. Our hats are off to them, their parents and guardians, and the professionals who serve them for their time, openness, and insights.
Students with Disabilities in the CORE Districts: Characteristics, Outcomes, and Transitions
2020
n this brief, we leverage data from eight school districts, known as the CORE districts, to describe students with disabilities (SWD) by their characteristics, outcomes, and transitions into and out of special education. We found that the most common disability type was a specific learning disability. Relative to their representation among students districtwide, males, African Americans, English language learners, and foster youth were more highly represented among SWD. In terms of outcomes, chronic absence was more prevalent among children with multiple disabilities. Entry rates into special education were highest in K-4 while exits were most common in Grades 8-12. These descriptive results shed light on the diversity within the SWD population and highlight who may need targeted supports to address performance challenges.
1993
This report documents what has been learned through the National Longitudinal Transition Study (NLTS) of Special Education Students about regular education and secondary students with disabilities. Findings are based on data from more than 8,000 youth in secondary special education, ages 13 to 21, in 1985-86. Focus of the report is on how much time students spent in regular education and the effects of regular education on outcomes independent of student and other characteristics. After an introductory chapter, chapter 2 presents a general description of the methodology of the NLTS and a discussion of analytic considerations unique to this report. Chapter 3 looks at characteristics of students with disabilities in regular education. Chapter 4 describes academic and social outcomes during high school associated with time in regular education. Outcomes for young adults in the areas of postsecondary education,-.70nloyment, independent living, and community participation are presented in chapter 5. Chapter 6 synthesizes findings from the NLTS about regular education and secondary school students with disabilities. (Contains 41 references.) (DB)