Special Education and Dropout: Does School Context Matter?

• In Event: 31.085 - Bullying and Challenging Behaviors Among Individuals With Disabilities

Abstract

The purpose of this study is to examine the effect of schools on the relationship between special education status and High School dropout. Mixed-effects logistic regression models are used to test if relevant school characteristics are significant predictors of dropout for all students, and if so, how they interact with special education status to affect this outcome. Results from the study indicate that the effect of special education status on dropout does not vary significantly between schools. Additionally, student achievement explains the relationship between special education status and dropout. Lastly, many of the school characteristics that have been found in the past to predict dropout are insignificant in this study.

Author

• Katie Condit, University of Notre Dame