Students with IEPs related to disabilities other than learning disabilities graduated at a far lower rate (46.4%) than students with learning-disability IEPs (77.5%) or without IEPs (84.6%)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four-year graduation was 77.5% for the 2,644 students with learning-disability IEPs and 46.4% for the 1,420 students with other-disability IEPs, versus 84.6% for students without IEPs. → Mahaffie 2022

Evidence¶

Mahaffie 2022¶

Mahaffie, S., Malone, M., Usher, A., Mukherjee, D., & Nagaoka, J. (2022). The educational attainment of Chicago Public Schools students: 2021. Chicago, IL: University of Chicago Consortium on School Research. https://toandthrough.uchicago.edu/tool/cps/

q2 · i? · associational · r2

Descriptive table (Table 1) of the 2017–18 CPS ninth-grade cohort by disability category. Students with an IEP related to another disability graduated at 46.4%, well below students without an IEP at 84.6% and the 81.8% overall rate.

"The four-year graduation rate for the 2,644 2017–18 CPS ninth-graders receiving services related to a learning disability was 77.5%."

Discussion¶

Learner Variables¶

• Access — predictor: learners who differ on it differ in outcomes
• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student group and its counterpart — the general claim this finding bears on, with the studies behind it
• CPS students with an IEP related to a learning disability graduated at a rate approaching the district average, while students with an IEP related to another disability graduated at 54.7% — possibly the same claim (merge candidate)
• At each level of freshman course performance, students with disabilities and students two or more years below grade level are less likely to graduate than their non-disabled peers — related
• Long-term English Learners with IEPs were on-track in ninth grade at near district-average rates but graduated at substantially lower rates, similar to non-English Learners with IEPs — related