Two Year Outcomes of Students with Severe Emotional/Behavioral Disabilities Exiting Nonpublic Special Education Facilities in Maryland and New Jersey

Deborah Carran, Sue Murray, Millicent Kellner, Christine Ramsey

Abstract


There have been several national studies designed to examine the outcomes of students with disabilities Blackorby and Wagner (1996) found that special education students who attended public school programs were at high risk during their school years for poor academic performance and poor transition outcomes. These risks included dropping out of high school, not pursuing postsecondary education, lagging behind in employment opportunities and wages, not living independently, and not being socially integrated in their communities when compared to their general education peers. Such studies have focused on students with disabilities attending public schools, with little attention to students who attend nonpublic special education facilities (NPSEFs). There have been a limited number of evaluations and published outcome studies focused on students with disabilities who are determined as not able to be served in public school settings and should be served in segregated facilities. Specifically, youth whose educational and behavioral needs require enrollment in specialized settings that deliver a high intensity of services.

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