 Dropout
and Graduation
This topic explores the causes of dropping out among students with
disabilities and describes strategies for improving graduation rates.
The text is based primarily on information available in the NCSET
publication, Increasing
rates of school completion: Moving from policy and research to practice
(Lehr, Johnson, Bremer, Cosio, & Thompson, 2004).
Introduction
The high school graduation rate for students with disabilities and other student
populations continues to be far below the national average. Graduation is least
likely among students who have intellectual disabilities, emotional/behavioral
disabilities, and learning disabilities. Other populations who have disproportionately
high dropout rates include students from low socioeconomic circumstances, those
living in single parent families, and those identified as Native American or
Hispanic/Latino (National Center for Education Statistics, 2002).
Despite the low graduation rate for students with disabilities, personnel from
local and state education agencies are charged with developing educational programs
that engage students in school and learning, ensure acquisition of academic
and social skills necessary for adulthood, and result in high rates of school
completion.
References
National Center for Education Statistics. (2002). The condition of education
2002 (NCES 2002-025). Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement.
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