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Helping Families Prepare for the Future
Conclusion
High family expectations have emerged as an important factor associated with higher academic achievement among youth with disabilities[1]. Higher academic achievement, in turn, leads to postsecondary education opportunities, better employment outcomes, and financial self-sufficiency.[2] It is still true that the more you learn, the more you earn—and the less likely you are to be unemployed. Earnings increase and unemployment decreases with each additional year of education. Higher education reduces the probability of being dependent on society for support. In today’s economy, obtaining postsecondary education is critical to achieving better economic and personal opportunities as adults.
Outcome data collected from the Parent Information and Training Programs currently funded by the RSA supports the contention that parent education is an effective means of providing families of youth with disabilities with knowledge and support that helps them transform high expectations into reality. At present, RSA funded Parent Information and Training Program opportunities are available only in a small number of states. As the federal government considers strategies to address alarming school drop out rates,[3] low postsecondary enrollment and dismal employment rates for young adults with disabilities,[4] policymakers should look to expanding transition focused parent education initiatives. While promising systems change efforts come and go without lasting change, parents and family continue to be the most stable support available to youth with disabilities. With training and support they can also be the most effective.
[1] NLTS2 Data Brief: Family Expectations and Involvement for Youth with Disabilities. A Report from the National Longitudinal
Transition Study-2. (2005, September). Available at www.ncset.org/publications/viewdesc.asp?id=2473 Findings from the NTLS2, a
national study that has been following the progress of almost 12,000 students since December 2000, suggest that family expectations
help shape the academic engagement and achievement of youth with disabilities. Youth with disabilities whose parents
expect them to go on to postsecondary education after high school have more positive engagement and achievements while
in high school than youth whose parents do not share that optimism for the future.
[2] Day, G.C. and Newburger, E.C. (2002). The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings.
P23-210. Current Population Reports. Washington, DC: U.S. Census Bureau. Available at http:// www.census.gov/prod/2002pubs/
p23-210.pdf
[3] Facts from NLTS2: High School Completion by Youth with Disabilities (November 2005). Menlo Park, CA: SRI International.
Available at www.nlts2.org/fact_sheets/nlts2_fact_sheet_2005_11.pdf
[4] Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A First Look at the Postschool
Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI
International. Available at www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf Presently, between 20 and 30%
of students receiving special education services go on to postsecondary education. This is less than half that of their peers in
the general population. The most recent data from the NTLS2 on the post-school employment status of students with disabilities
found only 4 in 10 students were employed after they left high school. This rate is substantially below the 63% employment rate
among same-age out-of-school youth in the general population.
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