Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade¶

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? Youth and parents were less likely to have discussed transition plans with school staff, and student employment during high school declined, between 2003 and 2012. → 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 NLTS 2012 that "Participation in some key transition activities declined," naming discussions of transition plans with school staff and student employment during high school. No effect sizes or percentages are printed.

"Participation in some key transition activities declined including whether youth and parents have discussed transition plans with school staff and student employment during high school."

Discussion¶

Related Claims¶

• 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 — related
• Youth with an IEP lag their peers in planning and taking steps to obtain postsecondary education and jobs — related
• Over the past decade (2003–2012), high school youth with an IEP became more engaged in school and extracurricular activities — related
• Many SSI youth received transition services without PROMISE, but there was substantial room for PROMISE to improve service use — related
• 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 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 — possibly the same claim (merge candidate)
• In 2012, youth with disabilities were more likely than other students to struggle academically and less likely to take steps to obtain postsecondary education and jobs — related
• NLTS 2012 is the third in a series of federally sponsored studies of youth with disabilities under IDEA — related
• 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 — a narrower finding that bears on this claim