Predicting Postschool Outcomes for English Learners With Disabilities: Secondary Analysis of Data From the NLTS2

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Placement and Disproportionality in Special Education

Abstract

There is a large amount of research examining students with disabilities postschool outcomes, but there is limited research that investigates the unique challenges of English learners (EL) with disabilities. This study used structural equation modeling to examine the relationships between EL with disabilities’ postschool outcomes (PSO) with adaptive behaviors, parent expectations, and transition planning. Data from National Longitudinal Transition Study-2 was used to examine the direct and indirect effects of predictor factors on PSO. The results suggested that transition planning mediated the effects between PSO and adaptive behaviors and parent expectations. Limitations, future research, and implications are discussed.

Authors

• Tuba Gezer, Johns Hopkins University

• Claudia P. Flowers, University of North Carolina - Charlotte