{"product_id":"2940148750079","title":"Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School","description":"In an effort to document the secondary school experiences and postsecondary outcomes of\u003cbr\u003estudents with disabilities over the last two decades, the U.S. Department of Education (ED)\u003cbr\u003esponsored two longitudinal research studies 15 years apart. The first study, the National\u003cbr\u003eLongitudinal Transition Study (NLTS) generated nationally representative information about\u003cbr\u003esecondary-school-age youth who were receiving special education services in 1985. To assess\u003cbr\u003ethe status of youth with disabilities in the early 21st century, ED commissioned the National\u003cbr\u003eLongitudinal Transition Study-2 (NLTS2) to generate nationally representative information\u003cbr\u003eabout secondary-school-age youth who were receiving special education services in 2000.\u003cbr\u003eNLTS2 addresses many of the same issues as NLTS, but extends its scope.\u003cbr\u003eThe tremendous range and scale of changes in American society and its economy that\u003cbr\u003eoccurred in the years between NLTS and NLTS2 are reflected in many aspects of our lives.\u003cbr\u003eIncreasing diversity in our population and family structures, innovations in communication and\u003cbr\u003einformation technologies, and the globalization of the economy are only a few of the many\u003cbr\u003etrends that have had far-reaching impacts on all of us. Other changes particularly affect students,\u003cbr\u003esuch as the growing emphasis on the use of “high stakes” tests in holding schools accountable for\u003cbr\u003ethe academic performance of their students and the growing number of “school choice” options\u003cbr\u003eavailable to parents.\u003cbr\u003eDramatic changes in special education policy and practice also have been noted in the 25\u003cbr\u003eyears after the passage of Public Law 94-142, now known as the Individuals with Disabilities\u003cbr\u003eEducation Act (IDEA), including increased access to public education, inclusion in general\u003cbr\u003eeducation classrooms, participation in standardized testing, and high school graduation rates\u003cbr\u003e(American Youth Policy Forum and the Center on Education Policy 2002). Other factors\u003cbr\u003eparticularly relevant to transition-age youth with disabilities include amendments to IDEA and to\u003cbr\u003evocational education and employment legislation that have shaped state-level transition policies,\u003cbr\u003eincreased funding for vocational services for students with disabilities, removed obstacles to\u003cbr\u003eemployment, and required states to monitor and report on the status of youth with disabilities\u003cbr\u003eafter exiting high school (Lehman et al. 2002; National Council on Disability 2000). It is timely\u003cbr\u003eto consider the changes in the characteristics, experiences, and outcomes of transition-age youth\u003cbr\u003ewith disabilities that have been contemporaneous with the demographic, social, economic, and\u003cbr\u003eeducation policy changes in our country in the years between NLTS and NLTS2.","brand":"ReadCycle","offers":[{"title":"Default Title","offer_id":47111494926576,"sku":"2940148750079","price":2.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/2940148750079_p0.jpg?v=1763708130","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940148750079","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}