In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories,…

California continues to fall below national averages in identifying and serving infants, toddlers, and preschoolers with developmental disabilities. The transition between infant/toddler services, administered by the Department of Developmental Services, and preschool services for 3- to 5-year-olds, administered by the Department of Education, is…

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued…

Several systemic factors contribute to the lack of stability and educational opportunities for students in foster care, including lack of transportation to the school of origin (or the schools they enrolled in when they first entered foster care), difficulty enrolling in new schools and transferring credits between school districts, gaps in…

Interest in dual enrollment is rising in California and nationwide, but students from special populations--including English learners, students with disabilities, foster youth, and young people experiencing homelessness--are too often left on the sidelines. This report explores promising practices and recommendations for designing dual enrollment…

Living in poverty increases the likelihood that students with disabilities will experience poor postschool outcomes, including unemployment, underemployment, and limited postsecondary education. The effects of the intersection of poverty and disability persist into adulthood where the employment rate for adults with disabilities is only one fourth…

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students from Year Two (2016-2017) collected by the Think College National Coordinating Center (NCC) from the…

The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students with intellectual disability collected by the Think College National Coordinating Center (NCC) in…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…