This study used the NLTS2 data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth.
Effect of accessing supports on higher education persistence of students with disabilities
Evidence from propensity analyses indicated that students with disabilities who had accessed universally available and/or disability-related supports were significantly more likely to persist in their 2- or 4-year college programs.
Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012.
Support Receipt: Effect on Postsecondary Success of Students With Learning Disabilities
Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD.
College and career readiness: Course taking of deaf and hard of hearing secondary school students
RESEARCH SHOWS that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study–2 (NLTS2), the present study focused on DHH students’ college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students’ academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.
Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing youth’s postsecondary enrollment.
Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED).
Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities.
An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students With Disabilities
A secondary analysis of the National Longitudinal Transition Study–2 examined the relationship between demographic, disability-related, secondary school preparation, and transition planning variables and receipt of accommodations and other disability-specific services at the postsecondary level for 2,470 postsecondary students with disabilities. The results indicated that secondary students who received transition planning education were more likely to receive accommodations and other disability-specific services in 2-year colleges and that those who had a transition plan that specified postsecondary accommodations and supports as a needed post–high school service were more likely to receive those types of services in 2-year colleges and in career and technical education schools. These findings suggest that secondary schools can influence the likelihood that students will seek out and receive postsecondary accommodations and other disability-specific services.