scholarly journals An Examination of High School Personnel Prepare Students with Disabilities to Self-advocate for Favorable Post High School Outcomes.

2018 ◽  
Vol 5 (10) ◽  
Author(s):  
Barbara N Martin ◽  
Leigh Wittmeyer-Gruber
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Personnel ◽  
School Outcomes ◽  
High School Outcomes

High School Outcomes for Students in a Public Montessori Program

2007 ◽  
Vol 22 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Kathryn Rindskopf Dohrmann ◽  
Tracy K. Nishida ◽  
Alan Gartner ◽  
Dorothy Kerzner Lipsky ◽  
Kevin J. Grimm
Keyword(s):  
High School ◽  
School Outcomes ◽  
High School Outcomes

Messages From Former Students and Families: Analysis of Statements From One State’s Post-School Outcomes Survey

2018 ◽  
Vol 42 (4) ◽  
pp. 225-234
Author(s):  
Charlotte Y. Alverson ◽  
Scott H. Yamamoto
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Students With Disabilities ◽  
Qualitative Data ◽  
School Outcomes ◽  
Consensual Qualitative Research ◽  
Out Of School ◽  
Descriptive Qualitative

We conducted an exploratory descriptive qualitative study on extant data of responses to the state’s open-ended question from their annual post-school outcomes survey: “ If you could tell your school one thing, what would you tell them (make a suggestion to help better prepare current students for life after high school)?” Respondents from one northwest state consisted of former students with disabilities who had been out of school for 1 year or their designee. We analyzed 1,493 statements using consensual qualitative research–modified (CQR-M) method: a modification of CQR in which large quantities of simple qualitative data are analyzed inductively. Findings clustered in four domains: advice, help, satisfaction, and awareness. Implications for stakeholders and recommendations for further research are provided.

High School Experiences That Support Post-School Success: What Can We Learn?

2022 ◽  
pp. 216514342110684
Author(s):  
Beth A. Clavenna-Deane ◽  
Wendy R. Coates
Keyword(s):  
High School ◽  
Career Development ◽  
Students With Disabilities ◽  
School Success ◽  
School Outcomes ◽  
Negative Experience ◽  
Self Advocacy ◽  
Staff Members ◽  
High School Experiences ◽  
Data Collection Process

Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine themes as being the most helpful in meeting their goals after high school, including having supportive staff members, taking career development coursework, and developing success attributes such as self-advocacy. A negative experience theme also emerged in the analysis. Implications for educators are discussed related to emphasizing instruction in self-determination and career development. Implications for states are discussed related to the post-school outcomes data collection process.

The Long Arm of Early Exclusionary School Discipline? A Multi-Model Analysis

2021 ◽  
pp. 0044118X2110426
Author(s):  
Megan Andrew ◽  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Discipline ◽  
Unobserved Heterogeneity ◽  
School Outcomes ◽  
Exclusionary Discipline ◽  
Long Term Effects ◽  
High School Outcomes ◽  
Independent Effects ◽  
The Life Course

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students’ high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification.

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