Aspirational Differences between Students with and without IEPs: Grades Earned Matter

Autor/inn/en	Sinclair, James; Poteat, V. Paul
Titel	Aspirational Differences between Students with and without IEPs: Grades Earned Matter
Quelle	In: Remedial and Special Education, 41 (2020) 1, S.40-49 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518795475
Schlagwörter	Academic Aspiration; Individualized Education Programs; High School Students; Grades (Scholastic); Employment; Students with Disabilities; Student Characteristics; Gender Differences; Racial Differences; Ethnicity; Sexual Orientation; Socioeconomic Status; Age Differences; Truancy; Substance Abuse; Victims; Student School Relationship; Homework; Correlation; Wisconsin + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Notenspiegel; Dienstverhältnis; Disability; Disabilities; Behinderung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Sexuelle Orientierung; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Schulabsentismus; Schulschwänzen; Schulverweigerung; Drug use; Drug consomption; Drogenkonsum; Victim; Opfer; Schüler-Lehrer-Beziehung; Hausaufgabe; Korrelation
Abstract	Using data from the 2015 "Dane County Youth Assessment" (n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post-high school aspirations. We identified significant IEP status × grades earned interactions in predicting students' reported likelihood of pursuing post-high school placements. Higher reported average grades earned were more strongly associated with students' greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01