Project Activities
Research question
- How did the personal, family, and school characteristics and in-school experiences of youth with disabilities differ from those of youth not served under IDEA? (Volume 1; March 2017)
- How did the characteristics and school experiences of youth vary across disability groups? (Volume 2; March 2017)
- How did the characteristics and school experiences of youth with disabilities change over time? (Volume 3; February 2018)
- How did the course taking paths of youth with disabilities compare to that of other youth?
- Were youth with disabilities achieving the high school and post-high school outcomes envisioned by IDEA, and how did their college participation compare to those of other youth?
- How did these high school and postsecondary outcomes vary with student characteristics, including their disability?
Structured Abstract
Design
This descriptive study included a nationally representative sample of over 400 districts and about 21,000 students. During Phase I of the study, survey data were collected in 2012–2013 from approximately 12,000 youth ages 13–21 and their parents, of which about 10,000 are students with IEPs representing each of the federal disability categories. The surveys asked about students' background characteristics, health, functional abilities, and engagement in school, the academic supports they receive, and their expectations for and steps to achieve transitions beyond high school.
Phase II of NLTS 2012 was to follow the students through high school and beyond, relying on administrative data collected by the Department and other agencies. The study obtained high school course-taking and completion information from school district records (completed in 2022) and postsecondary enrollment information from the Department's Federal Student Aid (FSA) records and the National Student Clearinghouse (NSC) (collected in 2022–2023). Administrative data would have been linked with the 2012–2013 survey data to examine key steps in high school course-taking and completion, and youth's experiences with college and training.
Key findings
The May 2018 brief summarizing key findings from the Phase I data collection about students' experiences in high schools includes:
- Although their engagement and use of school supports have increased over the past decade (2003–2012), high school youth with an IEP are more socioeconomically disadvantaged and less likely to have experiences and expectations associated with success after high school than were other students in 2012.
- Among the disability groups in 2012, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were found to be most at-risk for not transitioning successfully beyond high school.
People and institutions involved
IES program contact(s)
Products and publications
Three related report volumes describing the survey information collected have been released (two on March 28, 2017 and the third on February 7, 2018). A brief summarizing the key findings from across the three volumes was released on May 15, 2018. Publications are listed below. The contract for this study was canceled in February 2025. NCEE is evaluating what further publications, if any, may arise from this work.
Descriptive Reports
Evaluation Brief
Review Synthesis
Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review (August 2013)
A restricted-use file containing de-identified sampling and 2012–2013 survey data is available for the purposes of replicating study findings and secondary analysis.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
