Abstract: The National Longitudinal Transition Study 2012 is the third in a series of studies being conducted by the U.S. Department of Education, with the goal of describing the characteristics, secondary school experiences, transition, and outcomes of youth who receive special education services under IDEA.
Phase II of NLTS 2012 will utilize high school and post-high school administrative records data to collect information in three broad areas important to understanding outcomes for youth with disabilities: (1) high school course-taking and outcomes, (2) post-secondary outcomes, and (3) employment and earnings outcomes.
Phase II collected information will build on a survey of a nationally representative set of students with and without IEPs from Phase I of the study to address the following questions:
To what extent do youth with disabilities who receive special education services under IDEA make progress through high school compared with other youth, including those identified for services under Section 504 of the Rehabilitation Act? For students with disabilities, has high school course taking and completion rates changed over the past few decades?
Are youth with disabilities achieving the post-high school outcomes envisioned by IDEA, and how do their college, training, and employment rates compare with those of other youth?
How do these high school and postsecondary experiences and outcomes vary by student characteristics, including their disability category, age, sex, race/ethnicity, English Learner status, income status, and type of high school attended (including regular public school, charter school, career/technical school, special education school, or other State or Federally-operated institution)? (Federal Register)
Instead of spending federal education dollars surveying the outcomes of an inadequate, discriminatory, segregationist, and standardizing system of education at the postsecondary level, we must insist that our education dollars be spent on providing every child in America with an excellent elementary and secondary education.
When we provide every child in America with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens, we can expect that every child in America will reach their full potential.
Our children are gifted and talented not disabled.
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