Aspirational Differences Between Students With and Without IEPs: Grades Earned Matter

Abstract

Using data from the 2015 Dane County Youth Assessment ( n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post–high school aspirations. We identified significant IEP status × grades earned interactions in predicting students’ reported likelihood of pursuing post–high school placements. Higher reported average grades earned were more strongly associated with students’ greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed.

Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services

“…A recent national study of youth with disabilities in the United States found that more than 95% of youth with disabilities in high school (ages 15 and older) expect to have a paid job by age 30 (Lipscomb et al, 2017). This desire for future employment has been described in scores of studies addressing the aspirations of youth (e.g., Kortering et al, 2010; Rojewski et al, 2012; Sinclair & Poteat, 2020; Trainor et al, 2011). Yet, many youth with disabilities struggle to successfully navigate the pathway from high school into the workplace.…”