Educational Programs and Achivements of Secondary Special Education Students: Findings from the National Longitudinal Transition Study.

Autor/inn/en	Wagner, Mary; Shaver, Debra M.
Institution	SRI International, Menlo Park, CA.
Titel	Educational Programs and Achivements of Secondary Special Education Students: Findings from the National Longitudinal Transition Study.
Quelle	(1989), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Failure; Age Differences; Ancillary School Services; Attendance; Behavior Problems; Demography; Disabilities; Dropouts; Educational Experience; Followup Studies; Graduate Surveys; High Schools; Longitudinal Studies; Mainstreaming; Minority Groups; School Size; Secondary Education; Sex Differences; Vocational Education; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Anwesenheit; Demografie; Handicap; Behinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungserfahrung; Follow-up studies; Kontaktstudium; High school; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Sekundarbereich; Sex difference; Geschlechtsunterschied; Ausbildung; Berufsbildung
Abstract	The report of the National Longitudinal Transition Study presents initial findings on the educational experiences since 1985-86 of more than 8,000 youth (ages 13 to 23) with disabilities. The report addresses three questions: (1) What educational programs and other services are provided to secondary special education students? (2) How well do secondary special education students do in school? (3) What student characteristics are related to school performance? Findings for the first question are discussed in terms of the nature and size of the schools attended, participation in special education, involvement in regular education courses, enrollment in vocational education courses, and the nature of additional services provided by the schools and others. Data on academic achievement included: whether students in graded programs received a failing grade in the most recent year, whether students in graded programs were promoted to the next grade level, whether students passed minimum competency tests, and whether youth completed secondary school by graduating, dropping out, or exceeding the school age limit. Factors found to relate to poor school performance included ethnicity, gender, school absences, disciplinary problems, and lack of membership in school or community groups. Tables provide detailed statistical data and the appendix gives an overview of the study. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC