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¶
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 disabilities were more likely than other students to struggle academically and less likely to take steps to obtain postsecondary education and jobs. → Stephen Lipscomb 2018
Evidence¶
Stephen Lipscomb 2018¶
Stephen Lipscomb, Johanna Lacoe, Albert Y. Liu, Joshua Haimson. (2018). Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from the National Longitudinal Transition Study 2012. Washington, DC: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee
q2 · i? · associational · r?
Key finding from the NLTS 2012 survey data comparing youth with disabilities with their peers: they were "more likely than other students to struggle academically" and less likely to take steps toward postsecondary education and jobs. No statistics are printed in the summarized material.
"Furthermore, youth with disabilities are more likely than other students to struggle academically and less likely to take steps to obtain postsecondary education and jobs."
Discussion¶
Related Claims¶
- Youth with an IEP lag their peers in planning and taking steps to obtain postsecondary education and jobs — possibly the same claim (merge candidate)
- Youth with an IEP are more likely than youth without an IEP to struggle academically, yet less likely to receive some forms of school-based support — related
- Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade — related
- English learner students with disabilities are more likely to struggle academically and less likely to participate in activities than both other students with disabilities and other English learners — 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 are more likely than their peers to be socioeconomically disadvantaged and to face problems with health, communication, and completing typical tasks independently — related
- 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 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
youth-disabilities-academic-struggle-fewer-postsecondary-steps |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.