Testemunha 42 34 38 a 1-10 DAE 37 28 33 b 11-20 DAE 36 27 32 b 21-30 DAE 36 27 32 b 31-40 DAE 35 26 31 b Media 37 A 28 B CV (%) 13.
Another positive aspect of the results is that the percentage of those who reported paid employment after high school increased over that reported in the original NLTS
(Wagner, Blackorby, Cameto, Hebbeler, & Newman, 1993).
reported that students with visual impairments spent, on average, 86.
analyses from the early 1990s showed tremendous variation across disability categories in the experiences and achievements of youth, yet the outcomes of youth in the primary disability category of emotional disturbance (ED) were found to be ?
These findings are in line with later research using subsequent samples from the NLTS
study (Blackorby & Wagner, 1996).
By the end of NLTS
(Wagner, D'Amico, Marder, Newman, & Blackorby, 1992), 23.
Comparisons of findings from the second wave of data collection of NLTS
2 will examine their achievements in the early years after high school.
This report documents the data collection and data processing procedures for Wave 2 of the NLTS
Among African American students with emotional or behavioral disabilities, analysis of the NLTS
data indicated that only 28% graduate from high school with a diploma, compared to 42% of all youth identified with this disability, 56% of all youth with disabilities, and 79% of a similar cohort of general education peers (Osher & Osher, 1996).
It must be remembered that the NLTS
primarily included participants from mainstream educational settings (correctional settings were included in that study only when members of the original mainstream sample were placed in those programs).
Further, the NLTS
data show that while 50% of the visually impaired sample were perceived by their parents to be able to independently care for themselves, 78% of the parents believed that their children would be unable to live independently.
Review the instruments and methodology reports of the NLTS
for ideas on how to develop new indicators or strategies for measuring important outcomes for all students when developing instrumentation for state and national data collection programs.