Jose Blackorby

Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study:

This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.

Transition from High School to Work or College: How Special Education Students Fare

Results are reported from the National Longitudinal Transition Study of Special Education Students. Dropout rates were high: 30% of students with disabilities dropped out of high school, and another 8% dropped out before entering high school. The average dropout with disabilities was 18 years old at the time of leaving but had earned less than half the credits needed to graduate. Employment successes were strongly related to taking a concentration (four courses) in vocational education. Youths with learning disabilities or speech impairments were most likely to approach the rate of employment found in the general population. Postsecondary education was low: 37% of high school graduates with disabilities had attended a postsecondary school, compared with 78% of high school graduates generally. Students with hearing or visual impairments were most likely to attend college. Students with disabilities were significantly more likely to be poor than were youths in the general population, and poverty tended to exacerbate the impact of having a disability. Impoverished students with disabilities were less likely than wealthier students with disabilities to be enrolled in those postsecondary education and training programs that could enable them to break out of poverty. When employed, the poorer students with disabilities earned significantly less per year than did those from wealthier families. Placement in regular education (rather than special education) was associated both with better and worse postschool outcomes. Students with sensory or motor disabilities appeared to benefit from regular education placement. However, for many students, more time in regular education was associated with a higher likelihood of course failure, which was a strong predictor of dropping out of school.

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.

Growth in Reading Achievement of Students with Disabilities, Ages 7 to 17:

Using data from the Special Education Elementary Longitudinal Study (SRI International, 2002), this study estimated reading growth trajectories in a nationally representative sample of 3,421 students with disabilities ages 7 to 17 representing 11 federal disability categories. Reading achievement in all disability categories increased with age, but the rate of growth decreased with age. Average reading achievement differed by disability category. Students with speech or visual impairments performed highest; students with multiple disabilities or intellectual disabilities performed lowest. Although growth over time was comparable across disability categories, students with speech or hearing impairments or autism improved more slowly than students with learning disabilities. Gender, racial and ethnic, and socioeconomic differences were observed. Implications for accountability policies are discussed.

A Third of Our Youth? A Look at the Problem of High School Dropout Among Students with Mild Handicaps

This study examined the demographic characteristics, information at referral to special education, and school history while in special education of special education dropouts and graduates. The groups differed on demographic measures of handicapping condition and ethnic group membership. In addition, their school histories differed markedly in terms of attendance disruptions. Implications of these findings are discussed.

Math Growth Trajectories of Students With Disabilities Disability Category, Gender, Racial, and Socioeconomic Status Differences From Ages 7 to 17

This study examined math growth trajectories by disability category, gender, race, and socioeconomic status using a nationally representative sample of students ages 7 to 17. The students represented 11 federal disability categories. Compared with the national norming sample, students in all 11 disability categories had lower math achievement levels and slower growth in elementary school. In secondary school, however, the math growth rate slowed down and was similar for all students. Among students with disabilities, those with speech or visual impairments had the highest math achievement, and those with multiple disabilities or intellectual disability had the lowest. Relative to students with learning disabilities on calculation, growth rates for students with autism were significantly slower and those for students with speech impairments decelerated significantly faster. For students with disabilities, gender, White–Black, and socioeconomic status math achievement gaps were significant and stable over time, whereas White–Hispanic math achievement gaps widened over time.

Responsiveness to Intervention in Reading Architecture and Practices

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.

High School Dropout and Students Identified with Behavioral Disorders.

This study examined the extent and nature of the high school dropout problem among a sample of students with behavioral disorders It was found that the study sample had a much higher proportion of students who had been dropped out of school than those who had been graduated. The respective subsets of students who had dropped out of school and those who had graduated were compared across measures of demographic characteristics, referral information, and school history. Those who had dropped out of school were found to have experienced significantly more changes in educational service placements, school transfers, and previous releases than had their peers who had graduated. However, both subsets were found to be similar across indices of demographic and referral information. Implications for research and practice are also noted.

High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder

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.