Although
their engagement and use of school supports have increased over the
past decade (2003-2012), high school youth with disabilities are more
socioeconomically disadvantaged and less likely to have experiences and
expectations associated with success after high school than were other
students in 2012. The evaluation brief released today summarizes important findings from three volumes of a report from the National Longitudinal Transition Study 2012 (NLTS 2012). The report describes the characteristics and in-school experiences of youth with an individualized education program (IEP) in relation to other students without an IEP ( Volume I), across the federally defined disability groups (Volume II), and over time (Volume 3). NLTS 2012 is being conducted by the National Center for Education Evaluation and Regional Assistance (NCEE) as part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act (IDEA) 2004, and is the third study in the NLTS series commissioned by the U.S. Department of Education over several decades. Key findings suggest:
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Tuesday, May 15, 2018
Characteristics and Experiences of Youth with Disabilities, Including Trends Over Time
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