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SECTION IV
RESULTS
Modules
1 . Th e Pa rt H
Longitud ina l Stu d y
(PHLS)
2 . S e con d a ry S ch ool
Completion
Archived Information
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THE PART H LONGITUDINAL STUDY (PHLS)
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-1
The Part H Longitud ina l S tud y
(PHLS)The Individuals with Disabilities Education Act (IDEA)
affirms socie tys comm itm ent th at a l l s tu dents with dis-
abilities h ave the right to a free appr opriate pu blic edu ca-
tion. Part H of IDEA as sists St at es to provide system s of
intervention and family support services to enhance the
developmen t of infants an d toddlers with disabilities an d to
enh an ce the capa city of fam ilies to m eet th e n eeds of their
infan ts an d toddlers . Thes e na tiona l program s ha ve
defined a com prehen sive ap proach to prom ote th e develop-
ment and quality of life of infants, children, youth, andadu lts with disabilities th rough individu alized p rogram s of
services.
Now that these programs are in place, policy makers,
advocates, an d others a re int erested in learning abou t th eir
effects. For exam ple, th e Nation al Longitu din al Tra n sition
Stu dy of Special Edu cation St u den ts (NLTS) h as provided
data on educational results for youth with disabil i t ies .
Now, 10 years after the inception of Part H, the Office of
Special Education Programs (OSEP) is sponsoring the
Part H Longitudinal Study (PHLS).
Background
When Congress passed Par t H, i t established a national
policy of assisting States to develop early intervention
systems for infan ts an d t oddlers with disab ilities (children
from bir th thr ough a ge 2). Th e sta tu te requires a l l Sta tes
pa r t ic ipat ing in Par t H to develop an d implement a s ta te-
wide system of coordinated, comprehensive, multidis-
ciplin ary, in teragen cy program s pr ovidin g appr opriate early
intervention s ervices t o all eligible in fan ts an d t oddlers with
disab ilities a nd th eir fam ilies. In t h e years followin g pas-
sa ge of th e legislation, Sta te an d local agen cies en gaged in
a variety of activities in a n attem pt to en ha nce an d impr ove
existin g services to conform to th e vision a n d th e requ ire-
m ent s of Part H. Th e PHLS will gath er in forma tion abou t
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S ECTION IV. RES ULTS
IV-2 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
how these practices are influencing children and families
served by the Part H s ervice system .
The PHLS will examine the characteristics of infants and
toddlers and families participating in Part H, the services
th ey receive, an d th e resu lts th ey experience. Th e PHLS
will gather data on su ch qu est ions as:
At wha t ages do infants an d toddlers enter Part H ser-
vices? What services do ch ildren an d fam ilies receive?
Wh at proport ion of infants an d toddlers who pa r t ic-
ipate in early intervention services receive special
edu cation an d re la ted services a t a ge 3?
Wha t a re th e costs as sociated with early int ervention?
To add ress th ese types of qu estions , th e PHLS will gath er
longitu dinal dat a a bout how children with disabilities fu nc-
t ion , h ow their fam ilies ch an ge as th eir children age, and
how services su pport ch ild fu nctioning an d fam ily cha n ge.
Wh ile th e PHLS will provide in valu ab le in forma tion t o au di-
en ces a t m an y levels of th e Part H service system , its p ri-
ma ry pu rpose is to p rovide n ationally representat ive dat a
about Par t H par t icipan ts , services, an d resu lts th at can be
u sed for fu tu re policy developm ent a n d evalu at ion . A m ore
in-depth u nd erstan ding of th e children an d fam ilies servedby Part H, th e resu lts of th e services th ey receive, an d th e
costs of the services is needed so that informed public
policies regardin g infan ts a n d todd lers with disa bilities an d
th eir fam ilies can be formu lated.
The Vision of Part H and t he Nee d for th e
PHLS
Part H is a Federal program with four equally important
pu rposes. They are:
(a ) Deve lop and implement a s ta tewide , comprehen s ive ,
coordinated, multidisciplinary, interagency program
of early intervention services for infants and toddlers
with disa bilities a n d t h eir families;
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THE PART H LONGITUDINAL STUDY (PHLS)
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-3
(b) Facilita te the coordination of payment for ear ly inter-
ven tion services from Federal, Sta te, local, an d p rivat e
sources ( including public and pr ivate insurancecoverage);
(c ) Enh ance the S ta tes capac ity to provide qua l ity ea r ly
intervention services an d expan d a nd imp rove exist-
ing early intervention services being provided to
infants and toddlers with disabil i t ies and their
fam ilies; a n d
(d) Enh ance the capacity of S ta te and loca l agenc ies and
service providers to identify, evaluate, and meet the
needs of histor ically u nd errepresented p opulat ions ,
particularly minority, low-income, inner-city, andru ral popu lat ions (34 CFR 303.1).
All Sta tes a re n ow participa ting in Part H.
A critical issue of interest to policy makers is whether
Part H is ach ievin g its in ten ded effect. Part H was inten ded
to bring abou t cha n ges in fou r area s: at th e State level, in
local delivery system s, in th e qu ality of services p rovided to
children and their families , and in the production of
positive effects on children an d th eir families.
Changes at the State level. Part H was intended to create
cha nge in States policies a nd th e infrastru ctur e for adm in-
istering early intervention. For exam ple, Part H requires
States to designate a lead agency, form an Interagency
Coordinating Council (ICC) to advise the lead agency, and
develop pers onn el st an da rds , as well as fulfill several other
requi rements .
Local service delivery systems. Many of the national
policies established for Part H have also been adopted at
th e local level. Local services are coordina ted am ong
a gencies. Procedu res for iden tifyin g pot en tially eligible
infants an d toddlers, as well as pr ocedu res for ma king th e
general pu blic an d referral sou rces a ware of th e availab ility
of early intervention services, are carried out at the local
level. Also, local system s a re reach ing ou t to h istorically
u nder represented grou ps .
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S ECTION IV. RES ULTS
IV-4 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
Improve quality of services. Part H also was intended to
improve the quality of services provided to children and
fam ilies. For examp le, services ar e to be provided in a ccor-dance with an individualized family service plan (IFSP).
Services are to be family-focused and provided in the
na tu ra l environm ent , inc lud ing th e home an d commu ni ty
settings in wh ich ch ildren with out d isabilities part icipate.
Positive effects on children and their families. Part H was
designed to have positive effects on infants and toddlers
with d isab ilities an d th eir fam ilies. Services are to be pro-
vided th at will enh an ce developm ent , min imize poten tial for
developmen tal d elay, a n d improve th e fam ilys capa city to
meet th e needs of th eir child.
Sta tes were given s ome flexibility in des ign ing th eir Part H
systems in order to incorporate th eir existin g systems an d
services. Sta tes were also given th e option t o decide which
agency with in th e State wou ld best m eet their needs a s th e
lead agency for the Part H program . One a sp ect of u n der-
stan ding the res u lts exper ienced b y children an d fam ilies
who receive early intervention services is understanding
h ow ear ly int ervention is provided a t th e State an d local
levels.
Goals of Part H: Im pact o n Se rvic e
Sy s te m s
Recent research indicates that Sta tes have implemented
Part H in m an y different ways (Garwood & Sh eehan , 198 9;
Ga llagh er, Harb in, Ecklan d, & Clifford, 199 4). However,
little information exists on how these variations may be
affectin g th e qu ality of service delivery an d th e imp act of
services on ch ildren an d fam ilies. Some of th e potent ially
significan t ways in wh ich S ta tes implemen ta tion of Par t H
may differ include:
Differences in the organization and the level and
resp ons ibilities of agencies involved in th e ear ly in ter-
vention s ystem.
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THE PART H LONGITUDINAL STUDY (PHLS)
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-5
Th e wide diversity of circu m st an ces fam ilies m ay live
in, as well as the variety of resources available to
children with disab ilities a n d th eir families.
The diverse backgrounds, traditions, and approaches
of th e variety of pr ofess ions involved in pr ovidin g early
intervention services.
The history of early intervention service provision in
each State , including the type and number of agen-
cies th at h ave provided s ervices to th is popu lat ion.
The different levels and stages of agency readiness,
willingness, and financial capacity to implement the
Par t H program .
Goals of Part H: Child and Family Res ults
Bailey and Wolery (1992), in a review of the professional
literatu re on early intervention, ha ve su ggested seven s pe-
cific goals of early in terven tion, a s listed below.
Su pp ort fam ilies in ach ievin g the goals th ey ha ve for
th emselves an d th eir children.
Promote children s active engagem ent , indepen den ce,
an d ma stery of th e environm ent.
Promote p rogress in key developmen tal doma ins .
Build an d su pport childrens socia l competence.
Promote the generalized use of skills in a variety of
relevant settings.
Provide and prepare children for normalized life
experiences.
Prevent the emergence of future problems or dis-
abilities.
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S ECTION IV. RES ULTS
IV-6 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
These goals and the congressional s ta tement of purpose
serve as gu idelines th at can be u sed t o help identify ind i-
cators of program imp act on both children an d families .
A review of the major Part H goals indicates that the
expected resu lts a ss ociated with th e program focus on pre-
vent ing developm ent al delay an d prom oting the ch ilds a n d
fam ilys a da pta tion. Most res earch on th e effects of early
intervention to date has invest igated results re la ted to
disability, such as developmental status or social skills.
Th ese are critical resu lts an d will be includ ed in th e PHLS,
bu t other resu lts n eed to be examined a s well. The s pecific
child character is t ics and results to be examined by the
PHLS include:
the type of disability,
functioning within specific developmental domains
(cognitive, communication, motor, self-help skills),
a n d
child engagemen t.
To measure family results, the PHLS will gather data on
fam ilies fram ed in a d irect an d fun ction al way. Th e follow-
ing four critical resu lt dom ains for fam ilies in ear ly inter-
vent ion h ave been identified.
Th e fam ilys ca pa city to m eet th e sp ecial n eeds of
th eir infant or todd ler with a disab ility.
Parent perceptions of their needs and the extent to
which th ey were met b y Part H services.
Parent perceptions of their internal and external
su ppor t sys tems .
The qu ality of life per ceived by fa m ilies.
In J an u ary 1996, OSEP fu nd ed SRI Int ernat ional , in con-
ju nction with th e Fran k Porter Grah am Child Developmen t
Center (FPG), th e Research Trian gle Inst itut e (RTI), an d th e
American Institutes for Research (AIR), to conduct the
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THE PART H LONGITUDINAL STUDY (PHLS)
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-7
PHLS. Year 1 of PHLS in volved a des ign ph as e du ring
which ma ny options were explored an d m an y choices were
made about the f ina l s tudy des ign , the sample , and thearea s to be measu red. A na tiona l pan el of advisors
reviewed the stu dy design a n d provided feedba ck. In Years
2 th rou gh 5 of th e PHLS, th e design will be implemen ted.
Study Design
Overview of Study De sign
The PHLS is a longitu dinal s tu dy of a n ationa lly represen -
ta tive sam ple of children a n d fam ilies wh o are par ticipa tingin early int ervention services th rough Part H. The resear ch
questions posed for the study are both descr ipt ive and
explan at ory. Th e design of th e PHLS is ba sed on a con-
ceptual framework that identifies three key focal areas of
s t u dy an d their int erre la t ionsh ips: th e cha racter is t ics of
th e children a nd families s erved u n der Part H, Part H ser-
vices, and the results achieved by children and families
wh o receive services. Specifically, th e ques tion s th at a re
th e prima ry focus of PHLS a re:
Who are the children and families being served by
Part H?
What early intervention services do participating
children an d fam ilies receive?
What results do par t ic ipating children and their
families experience?
How do resu lts relate to variat ion s in ch ild an d family
cha racteristics an d services received?
A sa m pling ap proach ha s b een designed th at will yie ld a
n ationa lly represen ta tive sam ple of 3,30 0 ch ildren from 3to 5 cou nt ies in each of 20 Sta tes across th e United States.
The final sam ple of 20 States will be adequ ate to repres ent
the key dimensions of Part H variation at the State level.
Such State- to-State var ia t ions include the number of
children served, geograp h ic dispers ion a n d popu lation s ize,
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S ECTION IV. RES ULTS
IV-8 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
eligibility definition, administrative variations (e.g., lead
agency designation) , and numbers of underrepresented
popu lat ions served.
Data will be collected ab out th e infants an d toddlers an d
th eir fam ilies from pa ren ts (or legal gu ard ians ) via r epeat ed
telephon e surveys. Th e su rveys will begin wh en th e fam i-
lies ent er Part H s ervices an d will contin u e u n til th e child
is 5 years old. In a ddit ion to meas u r ing child an d fam ily
chara cteristics an d resu lts, da ta will be gath ered from ser-
vice providers about the early intervention services pro-
vided, inclu ding their costs , via a written s u rvey. The goal
of the written survey will be to provide data that can be
used to better understand associat ions between services
an d resu lts. The dat a an alysis strat egy involves u sing bothdescriptive stat istics an d m u ltivariate an alyses t o exam ine
the types of children and families in Part H, the services
they receive, and the re la t ionships between child and
fam ily resu lts an d Part H s ervices.
Summary
During th e pas t d ecade, variou s legislative programs , su ch
as IDEA Parts B and H, have defined a comprehensive
app roach to prom oting th e developm ent an d qu ality of lifeof infants , children, youth, and adults with disabil i t ies .
Now, policy makers , advocates, a nd others are interested
in learn ing ab out t h e effects of th ese efforts. OSEP is
sponsoring the PHLS to provide data on the results for
infan ts a n d todd lers a n d th eir fam ilies wh o receive services
u n der IDEA, Part H.
Th e PHLS will exam ine th e cha ract erist ics of a n ationa lly
representat ive sample of infants and toddlers and their
fam ilies wh o pa rticipa te in Pa rt H, t h e services th ey receive,
an d th e ou tcomes th ey experience. Data will be collected
from p aren ts or legal gu ard ian s an d from service providers.The da ta will be an alyzed u sing both des criptive st atistics
an d mu ltivariate an alyses. Th e prima ry pu rpos e of PHLS
will be to provide nationally representative data about
Par t H par t ic ipants , services, and outcomes that can be
used for future policy development and evaluation.
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THE PART H LONGITUDINAL STUDY (PHLS)
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-9
References
Ba iley, D.B. & Wolery, M. (19 92 ). Teaching infa nts an d pres choolers w ith dis abilities .
Colu mb u s, OH: Macmillan .
Gallagh er, J .J . , Harb in, G., Ecklan d, J . , & Clifford, R. (19 94). Sta te diversity an d
policy imp lem ent ation. In L.J . J ohn son , R.J . Gallagh er, M.J . LaMonta gne, J .B.
J orda n , J .J . Gallagh er, P.L. Hut inger, & M.B. Kar n es, (Eds .), Meeting early
interven tion cha llenges : Is s ue s from birth to three . Baltim ore, MD: Pau l H.
Brookes Publish ing Compa ny.
Gar wood, S.G. & Sh eeha n , R. (19 89 ). Designing a comprehensive early intervention
sy stem : The challenging of public law 99-457. Au st in, TX: Pr oEd .
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S ECONDARY S CHOOL COMPLETION
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-11
S econd ary S chool Com pletion
Second ary sch ool completion is a n imp ortant ind icator of
ind ividu al stu dent a ccom plish men t. A high school diploma
is evidence of a stu dent s academ ic ach ievement an d p erse-
veran ce. Completion ra tes also provide evidence of th e
extent to which s chools engage stu dent s in the edu cationa l
process an d, as su ch, are a m easu re of institut iona l perfor-
m a nc e .
Students who do not graduate f rom high school usually
experience lower rates of employment, lower incomes, and
h igher ra tes of incarcerat ion. In add it ion, research ha s
sh own th at s t u dents with d isab ilit ies complete secondaryschool at lower rates than their peers without disabilities.
The reason s st u den ts with d isabilities ha ve lower com ple-
tion rates are u nclear, a nd it is likely th at several different
factors a re in volved. OSEP is sp ons orin g activities to stu dy
an d address th is problem.
Current Trends in High School Completion
Rate s o f Student s with Disabili t ies
Stu dent s with disab ilities m ay complete h igh s chool in oneof two ways. Th ey m ay receive a sta n da rd diplom a, iden -
tical to the one a warded to st u dent s without disabilities, or
they may receive a modified diploma, certificate of com-
plet ion, or other credentia l documenting their program
completion.
As a grou p, st u den ts with d isab ilities ar e less likely to com-
plete high school than their nondisabled peers (Butler-
Nalin & Padilla, 198 9; Edgar , 198 7; Wagn er et al. , 199 1).
In a comparison of high school completion status for
you th a ges 15 to 20 with an d withou t disab ilities, Wagn er
et al. (199 1) fou n d th at of th ose you th with disab ilities wh oleft sch ool in a 2-year period, 57.1 percen t h ad gradu ated .
In contra st , 75 .6 percent of th ose withou t disab ilit ies h ad
gradu ated . Wh en contr ollin g for demograph ic differences
between you th s with a nd with out disabilities (e.g., gender,
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S ECTION IV. RES ULTS
IV-12 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
Because special education stu dents are m ore l ikely than the general population to1
be m ale, from low-income families, an d from ra cial/ ethnic m inority groups , th is
an alysis reweights the general education respons es to ma ke the two populationsdemographically similar, therefore controlling for the demographic differences.
in come, race/ e thn icity), the gradu ation ra tes were 57.1
percent a nd 68.4 percent , respectively.1
Stu dent s who do not complete high sch ool are m ore likely
to be unemployed (Hepburn & White , 1990; Rumberger ,
1987), are less likely to be employed full time (William T.
Gran t Foun dation in Wagner et al., 1991 ), an d comp rise a
disproportionat e percent age of th e na tion s p rison p opu la-
tion (Strother, 1986; William T. Grant Foundation in
Wagn er e t a l. , 1991 ). Stu dents wh o drop out l im it their
individua l opportu n ity, in creas e dema n d for social services,
an d lower the overall tax ba se (Catter all, 198 5). In r ecent
years , the n u mber of high-paying m an u factur ing jobs tha t
do not requ ire workers to h ave a high sch ool diploma ha s
declin ed sha rply. At th e sam e time, the n u m ber of serviceind u stry jobs ha s increased. Service ind u stry jobs are per-
ceived as dema nd ing h igh er levels of edu cation a n d s kills,
making secondary school completion more critical for
individual and community economic performance
(Hepbu rn & Wh ite, 19 90; Rum berger, 1987 ).
There are many different ways to calculate graduation
rates for s tu dent s with disabilit ies . This sect ion presen ts
data on graduation ra tes using two of those methods.
OSEP collects data on students ages 14-21 graduating
from h igh sch ool with a diplom a or certificate of comp le-
tion. However, becau se very few 14-, 15-, an d 16-year-olds gradu ate from h igh s chool, it m ay n ot be ap propria te
to calculate graduation ra tes based on the percentage of
s tu den ts age 14 to 21 gradu ating from high sch ool. In-
stead, the gradu ation ra tes are calculated bas ed on a 1 7 to
21 a ge ran ge.
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S ECONDARY S CHOOL COMPLETION
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-13
These s econdary school completion figures a re generated b y dividing the nu mber2
of students with disabilities ages 17 to 21 receiving a diploma or certificate ofcompletion by the total nu mber of stu dents with disabilities ages 17 t o 21. Figuresreported by Wagner et al. are calculated by dividing the number of graduates ages15 to 20 by the total num ber of exiters. Because the den omina tor (exiters) is m uchsma ller in Wagners a nalysis , the reported gradu ation rate is higher.
Based on the tota l number of s tudents with disabil i t ies
ages 17-21 , th e percenta ge of s tu dent s with d isab ilit ies2
gradu ating with a d iploma or certificate in creas ed s lightlyfrom 27.9 percent in 1 993-94 to 28.4 percent in 1994 -95.
A second way to calcu late th e high sch ool gradu ation ra te
is t o divide th e nu mb er of stu dent s with disab ilities a ges 17
to 21 gra du at ing with a d iploma or certificat e of comp letion
by the number of s tudents gradua t ing wi th a d ip loma,
gradu ating with a cer t ificate , reaching th e ma ximu m age,
or dropping out of sch ool. Th is p rovides th e proportion of
stu dents leaving h igh sch ool who completed th eir pr ogram
of stu dy. The 1994 -95 completion ra te u sing this meth od
of calculation was 71.8 percent.
The gradu ation ra te for s tu dent s with out disabilit ies h as
remained steady for several years despite the increased
proportion of secondar y school stu dents from m inority and
disadvant aged backgrou nd s, who historically ha ve ha d th e
lowest ra te of h igh s chool completion . (In fact, th e high
school graduation rates of African Americans are now
equal to or close to those of whites, which have remained
stead y (National Edu cation Goals Pan el, 199 4; Rum berger,
1987).)
It is qu ite com mon for dropou ts to resu me th eir second ary
education or obtain a General Education Development(GED) diplom a by pa ss ing an exam inat ion . However,
youth with disa bilities who dr op ou t ar e far less likely tha n
th eir n ondisabled peers to re-enroll in secon da ry sch ool or
pu rsu e a GED (Sebring et al. , 1987 ; Wagner et a l., 1992 ).
Wagner et al. (1992) found that only 3 percent of youth
with disabilities had obtained a diploma or certif icate of
completion 3 to 5 years after dropping out of secondary
school.
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S ECONDARY S CHOOL COMPLETION
1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-15
f rom dropping out , personnel consistently s tressed the
importan ce of school and concern for th e stu dents
edu cation. They worked with s tu dents even after th ey wererepea tedly t ruant or had dropped out and sent a c lea r ,
consistent message that school is important (Thurlow et
al. , 199 5).
OSEP Initiatives To Improve High School
Com plet ion Rates
From 19 90 t o 1995, OSEP fu nd ed th ree projects to develop,
refine , a nd evaluat e dropout prevention an d intervent ion
stra tegies for youth with learning and emotional/ beh avioral disa bilities. The th ree pr ojects : ALAS (Ach ieve-
ment for Latinos through Academic Success), Belief Acad-
emy, and Check & Connect were based in Los Angeles,
Seattle, an d Min n eapolis, resp ectively. The th ree projects
were known as th e ABC Dropout Prevent ion & In tervention
Stra tegies. They docum ented results for s tu dents a t- r isk
for dropping out of school, implemented school-based
int erventions, encoura ged h ome-sch ool collaboration, a n d
fostered community involvement.
Stu dents who par t ic ipated in th e ABC projects were more
likely than students in comparison groups to s tay insch ool. Th ey failed fewer clas ses , ear n ed mor e secon da ry-
school credits toward graduation, were less likely to have
h igh ra tes of abs enteeism , an d exhibited better in-school
beha vior. Longer term stu dies are needed to docum ent th e
high school completion sta tu s of stu dents who participat ed
in th e projects .
The projects produced and distr ibuted several manuals
tha t pra ct it ioners can u se when designing an d implemen t-
ing their own dropout prevention projects, including:
Sta yin g in School: Strategies for Middle Sch ool Stu -dents with Learning and Emotional Disabilities;
Relationship Building and Affiliation Activities in
School-Based Dropout Prevention Programs;
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S ECTION IV. RES ULTS
IV-16 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
PACT Manual: Parent and Community Teams for
School Success;
Tip th e Balan ce: Policies a n d Pra ctices Tha t Influen ce
School En gagement for You th at High Risk for Drop-
ping Out ; an d
Keeping Kids in S chool: Using Check an d Con n ect for
Dropout Prevention.
Summary
While the percentage of students completing high school
has remained steady for a l l s tudents , the percentage of
s tu dents with disabilit ies completing high sch ool has in-
crea sed s lightly in th e pas t few years. Th is is especially
noteworthy because research shows that fewer dropouts
with disabilities return to school for a diploma or GED.
Some edu cationa l services, su ch a s tu tor ing, cou ns eling,
an d enrollment in occu pational cou rses, ap pear to redu ce
dropou t ra tes for s tu dents with disabilit ies . OSEP ha s
funded three projects for youth with learning and
beha vioral problems who are a t r isk of dropping ou t .
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1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV IV-17
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IV-18 1 9 TH ANNUAL REPORT TO CONGRESS: SECTION IV
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