Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities

Abstract

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Linking Occupational Concentration to Hourly Wages for Non-College Going Individuals

“…Using information from a nationally representative sample of high school students, I found evidence that occupational concentration is beneficial, on average, across all individuals. This finding aligns with previous studies looking at the relationship between CTE participation and improved labor market outcomes (Dougherty, 2016;Hemelt et al, 2017;Kemple & Snipes, 2000;Theobald et al, 2017;Wagner, Newman, & Javitz, 2015). This is a particularly positive result in light of the increasing amount of funding states have been investing in CTE programming in recent years (McLaughlin, Groves, & Lundy-Wagner, 2018).…”

“…Additionally, there are benefits related to postsecondary enrollment (Dougherty, 2016;Rodriguez, Hughes, & Belfield, 2012). Finally, there is also evidence that concentration is predictive of positive labor market outcomes such as higher wages and likelihood of employment (Rodriguez et al, 2012;Theobald, Goldhaber, Gratz, & Holden, 2017). These employment benefits have been explored across a variety of different subgroups of students, including by disability status (Theobald et al, 2017), gender (Kemple & Snipes, 2000), and race/ethnicity (Kemple & Snipes, 2000).…”

“…Finally, there is also evidence that concentration is predictive of positive labor market outcomes such as higher wages and likelihood of employment (Rodriguez et al, 2012;Theobald, Goldhaber, Gratz, & Holden, 2017). These employment benefits have been explored across a variety of different subgroups of students, including by disability status (Theobald et al, 2017), gender (Kemple & Snipes, 2000), and race/ethnicity (Kemple & Snipes, 2000). There is also evidence from over two decades ago that vocational education participation (not concentration-specific) for non-college bound youths is related to positive labor market outcomes (Bishop & Mane, 2004;Mane, 1999).…”

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

“…SWDs in New York City included in general education classrooms are less likely to be chronically absent than their less-included peers, perhaps due to greater feelings of belongingness or engagement with school (Gottfried et al, 2019), which is related to absences (Gottfried, 2014). In addition, SWDs in Washington State who spend at least 80% of the day in general education classrooms have better attendance and other academic outcomes than SWDs who spent less time in general education settings but were otherwise observably similar (Theobald et al, 2017). While these studies are not able to fully account for selection into educational setting, they do suggest potential benefits of inclusion.…”

The features in organization of inclusive education in the USA

“…Учащиеся, которые провели большую часть дня в обычных классах (75% и более), достигли больших результатов в таких дисциплинах, как чтение и математика, нежели те дети, которые большую часть дня провели в коррекционном классе. Более поздние исследования Родди Теобольда и Лауры Шифтер показали схожую положительную динамику [2]. Учащиеся, проводящие больше времени в классах со своими здоровыми сверстниками, показывают лучшие результаты в тестировании.…”