High School Completion by Youth with Disabilities (continued)

Looking Ahead This report on the school completion status of youth with disabilities focuses on the very early years after they leave high school. Because NLTS2 is longitudinal, it offers the opportunity to revisit the question of how graduates and dropouts with disabilities fare as they transition to adulthood, including, for example, whether larger proportions of dropouts eventually earn a diploma or completion certificate or obtain postsecondary education, and how the earnings of graduates and dropouts compare as they have greater experience in the labor market.

References

Kaufman, D., Alt, M.N., and Chapman, D. (2001). Dropout Rates in the United States: 2000. Education Statistics Quarterly, 3. Retrieved September 11, 2004, from http://nces.ed.gov/programs/ quarterly/vol_3/3_4/q3-3.asp

Knoblauch, B., and Sorenson, B. (1998). IDEA Definition of Disabilities. ERIC Digest #560. Retrieved October 10, 2005, from http://ericec.org/digests/e560.html

Office of Juvenile Justice and Delinquency Prevention. (1995). Juvenile Offenders and Victims: A National Report. Pittsburgh, PA: National Center for Juvenile Justice.

Osgood, W., Foster, M., Flanagan, C., and Ruth, G. (2005). Why Focus on the Transition to Adulthood for Vulnerable Populations? In W. Osgood, M. Foster, C. Flanagan, and G. Ruth (Eds.), On Your Own Without a Net: The Transition to Adulthood for Vulnerable Populations. Chicago: University of Chicago Press.

Tyler, J.H. (2003). Economic Benefits of the GED: Lessons Learned From Recent Research. Review of Educational Research, 73: 369-403.

U.S. Department of Commerce, Bureau of the Census. (2004). Current Population Survey (CPS), October Supplement, 1972-2002, Tables 215 and 608. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education. (2002, 2003). "To Assure the Free Appropriate Public Education of All Handicapped Children." Twenty-Fourth and Twenty-Fifth Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.

U.S. Department of Education, National Center for Education Statistics. (2005). The Condition of Education 2005 (NCES 2005-094).Washington, DC: U.S. Government Printing Office.

Wagner, M., Newman, L., Cameto, R., and Levine, P. (2005). Changes Over Time in the Early Postschool Outcomes of Youth With Disabilities. Menlo Park, CA: SRI International.

Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A First Look at the Postschool Experiences of Youth With Disabilities. Menlo Park, CA: SRI International.

NLTS2 has been funded with Federal funds from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, under contract number ED-01-CO-0003.

The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government.