An Epidemiological Model of Transition and Postschool Outcomes

Autor/inn/en	Flexer, Robert W.; Daviso, Alfred W., III; Baer, Robert M.; Queen, Rachel McMahan; Meindl, Richard S.
Titel	An Epidemiological Model of Transition and Postschool Outcomes
Quelle	In: Career Development for Exceptional Individuals, 34 (2011) 2, S.83-94 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728810387922
Schlagwörter	Work Study Programs; Regression (Statistics); Vocational Education; Academic Achievement; Graduate Surveys; High School Graduates; Cohort Analysis; Employment Opportunities; Enrollment Rate; Longitudinal Studies; Interviews; Epidemiology; Outcomes of Education; Special Education; Student Records; Predictor Variables; Inclusion + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Ausbildung; Berufsbildung; Schulleistung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Kohortenanalyse; Berufschance; Beschäftigungschance; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Epidemiologie; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerakte; Prädiktor; Inklusion
Abstract	This longitudinal transition study was conducted in collaboration with teachers who interviewed students who graduated from 177 school districts in a Great Lakes state. Special education students were interviewed at exit and 1 year following graduation using a survey based on the National Longitudinal Transition Study. The data were analyzed using logistic regression models that controlled for gender, minority status, and level of disability. The authors developed and tested three regression models: two to predict full-time employment and one to predict college enrollment. Students who graduated from career and technical education and work study programs were more likely to enter full-time employment after graduation, but this relationship was influenced by gender, minority status, and disability. Students who participated in mainstream academics were much more likely to be enrolled in full-time college after graduation, but this relationship was influenced by level of disability. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10