Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Youth with an IEP in 2012 were more engaged in school and extracurricular activities than a decade earlier. → Albert Y. Liu 2018
Evidence¶
Albert Y. Liu 2018¶
Albert Y. Liu, Johanna Lacoe, Stephen Lipscomb, Joshua Haimson, David R. Johnson, Martha L. Thurlow. (2018). Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/preparing-for-life-after-high-school-the-characteristics-and-experiences-of-youth-vol-3
q2 · i? · associational · r?
The report's key findings state that over the past decade "youth with an IEP have become more engaged in school and extracurricular activities"; no effect size is printed on this page.
"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¶
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
- 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 — possibly the same claim (merge candidate)
- Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade — related
- 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
iep-youth-more-engaged-school-extracurricular-over-decade |
title |
Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities |
description |
Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — albert-y-liu-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.