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|NCEE 20184007||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time
The third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) presents information on the changes over time in the characteristics and high school experiences of secondary students participating in special education. NLTS 2012 is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004) and is the third longitudinal study conducted by the U.S. Department of Education over several decades focused on youth with an individualized education program (IEP) supported by IDEA. This third volume compares survey data in 1987, 2003, and 2012 from the three NLTS, focusing on 15- to 18-year olds with an IEP overall and in 12 federal disability groups. Where comparable data are available, the volume also examines trends for 19- to 21-year olds who are still enrolled in high school.
Findings from the third volume suggest that, over the past decade (2003-2012), youth with an IEP have become more engaged in school and increased their use of school supports. At the same time, youth with an IEP are less likely than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance and youth with intellectual disability experienced more positive changes over the past decade than youth in other disability groups.
|NCES 2018432||Characteristics and Outcomes of Undergraduates With Disabilities
These Web Tables provide information about postsecondary students with disabilities in academic years 2003–04 through 2015–16 using multiple federal data sources. These tables highlight data on demographic and background characteristics, enrollment and academic characteristics, and postsecondary outcomes for students with disabilities. The tables are based on data from several sources: the High School Longitudinal Study of 2009 (HSLS:09), the American Community Survey (ACS), the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the 2004/09 and 2012/14 cohorts of the Beginning Postsecondary Students Longitudinal Study (BPS:04/09 and BPS:12/14), and the Integrated Postsecondary Education Data System (IPEDS).
|WWC IRSWSN680||Self-Regulated Strategy Development
Students with a Specific Learning Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on Self-Regulated Strategy Development (SRSD), an intervention for grades 2 through 12 that is designed to improve students' academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. The SRSD model can be used in individual, small group, or whole classroom settings, and is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. Based on the research, the WWC found that SRSD has potentially positive effects on writing achievement for students with a specific learning disability.
|NCEE 20174020||National Longitudinal Transition Study 2012 Restricted Use File: Sampling and 2012-2013 Survey Data
The National Longitudinal Transition Study 2012 (NLTS 2012) Restricted Use File (RUF) contains sampling and 2012-2013 survey data and documentation. NLTS 2012 includes a nationally representative set of nearly 13,000 youth with and without an IEP who were ages 13-21 when selected for the study. Among youth with an IEP are students who represent each of the disability categories recognized by IDEA 2004, and among youth without an IEP are students with a plan developed under Section 504 of the Rehabilitation Act. Both youth and their parent/guardian were surveyed in 2012-2013. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics.
|NCEE 20174016||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012.
This multi-volume descriptive report presents information from the National Longitudinal Transition Study 2012 (NLTS 2012), the third longitudinal study conducted by the U.S. Department of Education over several decades to examine the characteristics, experiences, and post-high school outcomes of youth with an individualized education program (IEP). NLTS 2012 collects information on a nationally representative set of nearly 13,000 youth who were ages 13-21 when selected for the study and, for the first time, includes a small sample of students without disabilities so that youth with an IEP can be compared to youth who receive accommodations through a plan developed under Section 504 of the Rehabilitation Act and to youth with neither an IEP nor a 504 plan. Among youth with an IEP are students who represent each of the disability categories recognized by IDEA 2004.
The first two volumes of the report present updated information on secondary school youth with disabilities across the country based on 2012-2013 surveys collected from youth and parents. Volume 1 compares the characteristics and experiences of youth with an IEP to their non-IEP peers, and Volume 2 compares youth across disability groups. Overall, youth with an IEP feel positive about school but are more likely than their peers to struggle academically and to lag behind in taking key steps towards postsecondary education and jobs. Among youth with an IEP, those with autism, deaf-blindness, intellectual disability, multiple disabilities, and orthopedic impairments are most at-risk for not transitioning successfully beyond high school.
|REL 2017260||Academic achievement and classification of students from the Freely Associated States in Guam schools
This report from Regional Educational Laboratory Pacific examines academic achievement, English language learner, and special education classification rates for students from the Freely Associated States (FAS) as compared to other students in Guam. To compare FAS and non-FAS academic achievement and English language learner and special education classification rates, REL Pacific used information about students who took the Stanford Achievement Test, 10th edition (SAT-10) exams during the 2013/14 school year, the only available dataset that included all variables of interest: performance outcomes, ethnicity, and program classification in Guam schools. The study found that more than 21.0 percent of test takers had an FAS ethnicity, and while few test takers scored at proficient or advanced levels on the SAT-10 sub-tests, FAS students were less likely than non-FAS students to receive a proficient or advanced score across all subtests. In addition, 85 percent of FAS test takers were classified as English learner students, compared to 59.5 percent of non-FAS test takers. However, the percentage of test takers classified as special education was lower for FAS students (4.2 percent) than for non-FAS students (5.8 percent).
|NCES 2017286||ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2016080||ECLS-K:2011 Restricted-Use Kindergarten-Third Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall spring second-grade, and spring third-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file, which focuses on the third-grade round of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook, the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook, and the manual released with the Kindergarten-Second Grade Restricted-Use Data File and Electronic Codebook.
|NCES 2016144||The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|NCES 2016006||Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|WWC IRDIS528||Unbranded Orton-Gillingham-based Interventions
No studies of unbranded Orton-Gillingham–based strategies that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded Orton-Gillingham–based strategies for students with learning disabilities.
|NCES 2016184||User's Manual for the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
This User’s Manual provides information on the hearing evaluations conducted on a subsample of study children in the fall second-grade round of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the evaluation components and data collection procedures used to evaluate children's hearing. It also describes the second-grade hearing evaluations component restricted-use data file structure and variables created from data collected during the evaluations. This manual is only available to users of the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File (NCES 2016-183).
|NCES 2016183||ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
Hearing evaluations were conducted on a subsample of study children in the fall second-grade round of data collection. The ECLS-K:2011 second-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the fall 2012 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing2nd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-second grade restricted-use data file (NCES 2015-050).
|NCEE 20154014||National Longitudinal Transition Study Data Files
This data file contains data from the National Longitudinal Transition Study (NLTS). NLTS was launched in 1987 to examine the characteristics and school experiences of youth with disabilities transitioning from secondary school to early adulthood. The longitudinal study includes a nationally representative sample of over 8,000 secondary special education students ages 13 to 21 (in the 1985-86 school year), drawn to represent youth in each of the federal special education disability categories. NLTS data were first gathered in 1987 (wave 1) and again in 1990-91 (wave 2) to examine youths' experiences through secondary school and into their early adult years. In this file, data from the publicly available dataset are mapped to the original data collection instruments and recoded to their original format to make it possible to examine trends across studies.
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