Youth with an IEP became more engaged in school and extracurricular activities over the past decade, with little change in grade retention, suspensions, and expulsions¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? Between 2003 and 2012, high school youth with an IEP became more engaged in school and extracurricular activities, while grade retention, suspensions, and expulsions showed little change. → Johanna Lacoe 2018

Evidence¶

Johanna Lacoe 2018¶

Johanna Lacoe, Stephen Lipscomb, Joshua Haimson. (2018). Preparing Youth in Special Education for Life After High School (Fact Sheet). Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/preparing-youth-in-special-education-for-life-after-high-school-in-focus-brief

q2 · i? · associational · r?

The fact sheet reports, from the National Longitudinal Transition Study 2012 comparing 2003 to 2012, that "youth with an IEP have become more engaged in school and extracurricular activities," with little change in disciplinary outcomes. No effect sizes are printed.

"In the past decade, youth with an IEP have become more engaged in school and extracurricular activities, but there was little change in grade retention, suspensions, and expulsions."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups — related
• Youth with an IEP experience bullying and suspension at higher rates and are less engaged in school and social activities than peers, though most youth with and without an IEP feel positive about school — related
• Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade — a narrower finding that bears on this claim
• Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities — possibly the same claim (merge candidate)
• Youth with an IEP are more likely than a decade ago to live in households facing economic challenges — related
• Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade — related
• Youth with an IEP are more likely than in the past to receive supports at school but less likely to receive them at home — related
• In Maryland, disciplinary removals (out-of-school suspensions and expulsions) declined over the past 10 years while discipline disparities persisted — related
• From 2003 to 2012, youth with disabilities showed greater school engagement and support use but became less likely to participate in some key transition activities — related
• California's shift to restorative and social-emotional approaches coincided with a 33.6% decline in suspensions and 40.4% decline in expulsions (2011-2016) while schools became safer — related