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Senior Education Researcher, Center for Learning and Development
Lynn Newman, Ed.D., has more than 30 years of experience in education and social science research in the disability policy and human services fields. She is expert in both quantitative and qualitative methodologies and large-scale, multifaceted longitudinal studies. Newman’s work focuses on the secondary school, transition, and postsecondary school experiences and outcomes of youth with disabilities.
As principal investigator of the National Longitudinal Transition Study 2012 (NLTS 2012), Phase II, Newman provides intellectual direction to this large-scale study of the secondary school, transition, and post-school experiences and outcomes of a nationally representative sample of youth receiving special education services under the Individuals with Disabilities Education Act, of a comparison national sample of youth receiving services under Section 504 of the Rehabilitation Act, and of youth in the general population. The NLTS 2012 Phase II project team uses high school and post-high school administrative records data to collect information important to understanding outcomes for youth with disabilities. Multiple reports will be generated on important policy-relevant issues youth and young adults with disabilities face relative to high school progression and completion, as well as key post-high school employment and postsecondary education experiences and outcomes and how they vary with differences in disability category and characteristics of youth and the schools they attend.
Newman also is co-principal investigator of an Institute of Education Sciences (IES) exploratory grant, designed to address a gap in the knowledge base about English language learners with disabilities (ELSWD) so that both secondary and postsecondary schools can develop effective programs of supports that meet the needs and build on the strengths of this dually-identified population. This mixed-methods study with a continuous, integrated design of quantitative and qualitative studies, will examine the in-school and postschool experiences of a nationally representative population of ELSWD and the perspectives of a local, subset of ELSWDs to create a detailed picture of the transition from high school to postsecondary school, including the factors that moderate and mediate ELSWD success.
Newman has been principal investigator on a portfolio of Institute of Education Sciences exploratory grants applying propensity methods to restricted data from the National Longitudinal Transition Study-2 (NLTS2). These grants focused on identifying supports postsecondary students with disabilities were provided with that are associated with increased postsecondary school persistence and completion and on identifying factors associated with positive outcomes of youth who are deaf or hard of hearing, as well as youth who have learning, intellectual, and emotional disabilities.
As project director of NLTS2, a 10-year study assessing the secondary school programs, experiences, and achievements of a nationally representative sample of more than 11,000 students with disabilities, Newman was centrally involved in all aspects of the study, including development of the overall design, data collection systems and procedures, and all instrumentation. She was lead author of multiple NLTS2 publications, including those addressing the experiences of youth with disabilities during secondary school, the involvement of their families in their education, their transition experiences, their post-high school experiences and outcomes, as well as trends over time in these experiences.
Newman has served as a principal analyst on several other large-scale studies, including the original NLTS and the Special Education Elementary Longitudinal Study (SEELS), a six-year study of almost 12,000 students receiving special education in more than 300 school districts nationwide. She was co-director of a study on family involvement in and satisfaction with the Los Angeles Unified School District’s special education processes for the Office of the Independent Monitor. She also was co-director of a multimethod study of the system, services, and outcomes of school-linked services for children with disabilities and their families.
Newman has made significant contributions to important policy issues in special education, having written numerous reports and papers on the experiences and outcomes of students and youth with disabilities. She also is a frequent presenter at national professional conferences and is on the board of national organizations focused on the transition of students with disabilities.
Newman was SRI’s Mimi Award recipient in 2015, the highest recognition for staff members who have fostered the personal and professional growth of their coworkers.