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The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School
The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School
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At various times in history, changes in economic and social conditions have generated a
reconsideration of how best to characterize the life stages through which most individuals in a
society progress. Increasingly, researchers contend that changes in the latter part of the 20th
century and the early 21st century have brought us to another such time of reconsideration
(e.g., Fussell and Furstenberg 2005). They suggest that, among other social shifts, an increasing
emphasis on postsecondary education and the growing struggles postadolescents face in
becoming economically self-sufficient elongate or postpone the transitions usually associated
with adulthood—“completion of schooling, movement from the parental household, entrance
into the labor force, formation of partnerships, and the onset of childbearing and parenting”
(Furstenberg, Rumbaut, and Settersten 2005, p. 7). Recognizing this reality, a growing body of
research focuses on the period of “early adulthood” as distinct from adolescence and full
adulthood (e.g., Arnett 2002; 2001).
The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for
Special Education Research at the Institute of Education Sciences, U.S. Department of
Education, provides a unique source of information to help in developing an understanding of the
experiences of secondary school students with disabilities nationally as they go through their
early adult years. NLTS2 is a 10-year-long study of the characteristics, experiences, and
outcomes of a nationally representative sample of youth with disabilities who were 13 to
16 years old and receiving special education services in grade 7 or above, under the Individuals
With Disabilities Education Act (IDEA) in the 2000–01 school year. NLTS2 findings generalize
to youth with disabilities nationally and to youth in each of the 12 federal special education
disability categories in use for students in the NLTS2 age range. The study is designed to collect
data on sample members from multiple sources in five waves, beginning in 2001 and ending
in 2009.
reconsideration of how best to characterize the life stages through which most individuals in a
society progress. Increasingly, researchers contend that changes in the latter part of the 20th
century and the early 21st century have brought us to another such time of reconsideration
(e.g., Fussell and Furstenberg 2005). They suggest that, among other social shifts, an increasing
emphasis on postsecondary education and the growing struggles postadolescents face in
becoming economically self-sufficient elongate or postpone the transitions usually associated
with adulthood—“completion of schooling, movement from the parental household, entrance
into the labor force, formation of partnerships, and the onset of childbearing and parenting”
(Furstenberg, Rumbaut, and Settersten 2005, p. 7). Recognizing this reality, a growing body of
research focuses on the period of “early adulthood” as distinct from adolescence and full
adulthood (e.g., Arnett 2002; 2001).
The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for
Special Education Research at the Institute of Education Sciences, U.S. Department of
Education, provides a unique source of information to help in developing an understanding of the
experiences of secondary school students with disabilities nationally as they go through their
early adult years. NLTS2 is a 10-year-long study of the characteristics, experiences, and
outcomes of a nationally representative sample of youth with disabilities who were 13 to
16 years old and receiving special education services in grade 7 or above, under the Individuals
With Disabilities Education Act (IDEA) in the 2000–01 school year. NLTS2 findings generalize
to youth with disabilities nationally and to youth in each of the 12 federal special education
disability categories in use for students in the NLTS2 age range. The study is designed to collect
data on sample members from multiple sources in five waves, beginning in 2001 and ending
in 2009.
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