The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000

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Autor/inn/en	Wagner, Mary; Newman, Lynn; Cameto, Renee; Levine, Phyllis
Institution	SRI International, Menlo Park, CA.; Institute of Education Sciences (ED), Washington, DC.
Titel	The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000
Quelle	(2006), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Social Studies; Special Education; Performance Based Assessment; National Competency Tests; Language Arts; Mathematics Achievement; Science Achievement; Longitudinal Studies; Language Skills; Secondary School Students; Student Evaluation; Comparative Analysis; United States; Scales of Independent Behavior + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Gemeinschaftskunde; Special needs education; Sonderpädagogik; Sonderschulwesen; Leistungsermittlung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Sprachkompetenz; Sekundarschüler; Schulnote; Studentische Bewertung; USA
Abstract	Background: To provide a national picture of the academic achievements of American students, the National Center for Education Statistics has administered the National Assessment of Educational Progress (NAEP) periodically since 1969, but there has been no similar national picture of the academic achievement of youth with disabilities. Purpose: To measure how well youth with disabilities achieve in the areas of language arts, mathematics, science, and social studies. To examine how their achievement compares with the general population of same-age youth. To investigate the factors associated wit higher academic achievement among youth with disabilities. Study Sample: The National Longitudinal Transition Study-2 (NLTS2) includes a nationally representative sample of 11,276 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. All of the statistics presented in the report are weighted estimates of the national population of students receiving special education in the NLTS2 ate group, and of each disability category individually. Research Design: Descriptive; Correlational; Longitudinal; Statistical Modeling. Data Collection and Analysis: Direct assessments were conducted using research editions of subtests of the Woodcock-Johnson III (WJ III): that test language arts skills (passage comprehension and the use of synonyms and antonyms); mathematics abilities (calculation procedures and solving applied problems); and content knowledge in science and social studies. Assessments were administered one time, when youth were ages 16 through 18 as of the wave 1 assessment (2002) or the wave 2 assessment (2004). Screening interviews were conducted with school staff for in-school youth and with parents for youth no longer in school, to determine whether a youth was able to participate in the direct assessment or if an adult was asked to complete a functional rating for him or her. If the screening indicated the direct assessment was inappropriate for a youth a functional rating from "Scales of Independent Behavior-Revised" ("SIB-R") was completed by the youth's teacher if he or she was in school or a parent if he or she was no longer in school. Findings: A considerable gap in achievement in reading, mathematics, science, and social studies exists between youth with disabilities and their peers in the general population. More than three-quarters of youth with disabilities score below the mean across subtests. NLTS2 findings reinforce the fact that academic achievement is related to a complex array of factors that characterize youth, their households, and their school experiences. Multivariate analyses demonstrate that several factors differentiate youth on the basis of their academic achievement, including disability category, functional cognitive skills, gender, race/ethnicity, household income, parental expectations, absenteeism, and having disciplinary problems at school. Conclusion: Future NLTS2 analyses will explore the links between academic performance and both school completion and early postschool outcomes. Those analyses will illuminate the associations between successful learning in school and youth's later ability to continue their education, find employment, and become independent and productive members of their communities, the ultimate goals of secondary education. Citation: Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth With Disabilities. A Report From the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International. (Contains 22 tables and 9 figures.) [This report was prepared for the National Center for Special Education Research (NCSER) of the Institute of Education Sciences.] (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10