DOJ Statement of Interest
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This issue brief discusses students with disabilities who are at greatest risk of poor employment outcomes after high school. Decades of research show that students with disabilities often have difficulty finding employment after leaving school. The brief aims to identify the specific factors that put certain students at highest risk of unemployment through analysis of a national dataset. It also seeks to determine what schools can do to help mitigate risks, such as increasing vocational education opportunities and integration with non-disabled peers. The goal is to generate new knowledge that can inform more effective school interventions and strategies to improve postschool job prospects for students facing the greatest challenges.
DOJ Statement of Interest
- 1. issue brief Students at Greatest Risk for Poor Post-School Employment Outcomes: What Can Schools Do? Decades of research have consistently shown that students with disabilities as a group fare poorly after school exit, particularly in employment (Blackorby & Wagner, 1996; Hassazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, and Fanning, 1985). While the transition planning mandates of the Individuals with Disabilities Education Act of 1990 (IDEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) have improved the postschool prospects for many students with disabilities, far too many transition from school not to employment or other productive activities, but to waiting lists for author adult services, inactivity, and for some, illegal or self-destructive behaviors. Michael West what we know A number of studies have identified predict postschool employment considers the factors that predict successful transition to degree of integration of the disabled student employment following secondary school with non-disabled students in school-based exit. For example, students who have higher activities, such as lunch, clubs, field trips, or levels of social skills and more independence athletics (White & Weiner, 2004). It is unclear, in self-care skills have been found to be more however, if this finding reflects the value of likely to obtain postschool employment (Baer integrated settings or differences between et al., Carter, Austin, & Trainor, 2011). One students who are integrated and those who explanation for this may be that the students’ are not, such as more independence, fewer social and self-care skills make them more problem behaviors and the like, characteristics attractive to employers. A second factor to that would also make them more employable.
- 2. Perhaps most importantly, enrollment in et al., 2011; Flexer, Daviso, Baer, McMahan vocational education, a work/study program, Queen, & Meindl, 2011; Shandra & Hogan, paid community-based job experience, or other 2008). The evidence is strong that engaging employment-related programs in high school students in vocational preparation as a seems to improve postschool employment component of their educational program has prospects for students with disabilities (Carter future value. 2 advancing knowledge and practice The Center on Transition to is conducting a To conduct this study, we will first extract study in which data from the second round a dataset of all records for the highest risk of the National Longitudinal Transition students as identified by the Risk Modeling Study (NLTS-2) will be analyzed using data Study. Then, we will conduct a series of logistic mining technique to identify risk factors for regression analysis to identify predictors poor employment outcomes for students with of successful transition to employment for disabilities. In addition to identifying those different high risk groups. In particular, we risk factors, the Risk Modeling Study will will focus on those factors that are alterable identify homogeneous subgroups of students at the school level. These would include items who are at greatest risk for poor employment such as: outcomes after school exit. • the student’s educational program (e.g., engagement in the general educational These will be students who are likely to curriculum, vocational education, etc.); fall into multiple risk categories (e.g., • the student’s level of integration with race and ethnicity, gender, disability type, non-disabled students; family status, etc.). Yet even in the highest • employer mentors; risk students, some will be successful in • student support services provided; achieving employment post-school. Thus, we will conduct a follow-up study to the Risk • engagement in prevention, for dropout, Modeling Study using the NLTS-2 data that alcohol and drug use, and pregnancy; will focus exclusively on those students and • collaboration with adult services investigate factors that may mitigate their risk (including participation in planning); and for poor transition outcomes. • the student’s role or level of participation in transition planning. what we hope to find From this study, we hope to accomplish two based interventions. Ultimately, we hope goals. First, we will identify the combination to impact school policy and practice by of risk factors that put students with disabilities generating new knowledge that will lead to at highest risk for poor postschool employment more effective interventions and strategies for outcomes. Second, we will identify factors improving postschool employment prospects that are alterable at the school level, and are for their highest risk students. therefore amenable to developing school- Students at Greatest Risk for Poor Post-School Employment Outcomes: What Can Schools Do? West Issue Brief #1106
- 3. … generate new knowledge that will lead to more effective interventions and 3 strategies for improving postschool employment prospects… references Baer, R. M., Flexer, R. W., Beck, S., Amstutz, N., Hoffman, L., Individuals with Disabilities Education Act of 1990, PL105-17, 20 Brothers, J., Stelzer, D., & Zechman, C. (2003). A collaborative U.S.C. §§ 1400 et seq. followup study on transition service utilization and post-school outcomes. Career Development for Exceptional Individuals, 26(1), Individuals with Disabilities Education Improvement Act of 2004, 7-25. PL108-446, 20 U.S.C. §§ 1400 et seq. Carter, E. W., Austin, D., & Trainor, A. A. (2011). Predictors Mithaug, D.E., Horiuchi, C.N., & Fanning, P.N. (1985). A report of postschool employment outcomes for young adults with on the Colorado statewide follow-up survey of special education severe disabilities. Journal of Disability Policy Studies, students. Exceptional Children, 51, 397-404. 1044207311414680, first published online on July 22, 2011. Shandra, C. L., & Hogan, D. P. (2008). School-to-work program Blackorby, J., & Wagner, M. (1996). Longitudinal postschool participation and the post-high school employment of young adults outcomes of youth with disabilities: Findings from the National with disabilities. Journal of Vocational Rehabilitation, 29, 117-130. Longitudinal Transition Study. Exceptional Children, 62, 399-413. White, J., & Weiner, J. S. (2004). Influences of least restrictive Flexer, R. W., Daviso III, A. W., Baer, R. M., McMahan-Queen, environment and community based training on integrated R., & Meindl, R. S. (2011). An epidemiological model of transition employment outcomes for transitioning students with severe and postschool outcomes. Career Development for Exceptional disabilities. Journal of Vocational Rehabilitation, 21, 149-156. Individuals, 34(2), 83-94. Hasazi, S.B., Gordon, L.R., & Roe, C.A. (1885. Factors associated with the employment status of handicapped youth exiting school from 1979 to 1983. Exceptional Children, 51, 455-569. author Michael West, Ph.D. Virginia Commonwealth University www.transitiontoemployment.org Funded by Department of Education - PR/Award #H133A100007 CFDA #84.133A