Students with disabilities have a disproportionately higher rate of dropout compared to typical peers. This study was intended to investigate the predictive factors of dropout for youth with disabilities. Specifically, this study examines how disability classification and demographics impact dropout rates for youth with disabilities. Participants in this study were all students in a large urban school district who were identified with a disability (as defined as having a IEP) in grades 9-12 (N=1439). As most variables were categorical, nonparametric analyses were used, including cross-tabulations and contingency table analyses. In addition, a binary logistic regression model was used to isolate the variables associated with dropout. Findings suggest that youth with serious emotional disability (SED) have a high risk of dropout compared to students who fall under other disability categories. Additionally, students who did not qualify for free and reduced lunch and students who were never retained (repeated a grade) were more at risk for dropout. Practical implications and future directions are discussed.
|Commitee:||Harris, Bryn, Hohnbaum, Colette|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||School counseling, Secondary education, Clinical psychology|
|Keywords:||Dropout, Free and reduced lunch, Individual education plans, Retention, Serious emotional disability, Urban education|
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