This post is the last in a series following the May 29 webinar, “The Use of Individualized Learning Plans (ILPs) to Help Students to be College and Career Ready,” where presenters are responding to questions submitted by participants.
The National Longitudinal Studies and other data demonstrate how students with disabilities are lagging behind their peers. Students with disabilities graduate from high school at lower rates, attend and graduate from postsecondary institutions less frequently, and achieve lower rates of competitive employment.
Expanding College Opportunities for High-Achieving, Low Income College Students, a study from Stanford Institute for Economic Policy Research (SIEPR), examined the effect of interventions on the college application and enrollment choices of high-achieving, low income students.
On May 15, 2012, JoAnne M.
Michelle Perry and Matthew Hauenstein from the National High School Center’s Early Warning System (EWS) Team recently presented on the Early Warning Intervention and Monitoring System (EWIMS) implementation process and EWS Middle Grades and High SchoolTools at the 24th Annual At-Risk Youth Forum, held February 19-22 in Myrtle Beach, SC.
On Thursday, January 12, 2012, the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC) hosted a Webinar highlighting two school- and community- centered truancy prevention programs that target youth who are at risk of dropping out of school, and recovering those who have already dropped out.
In our previous post, we noted that the Consortium on Chicago School Research (CCSR) identified four predictors of risk for dropout during ninth grade: course grades, course failures, absences, and “on-track” status. This post explains how these indicators apply to students with disabilities.