(In addition to the data
provided below, see Appendices
22b and
59)
Data Sources
Without a single, annual measure regarding post-school
transitions, data about transition performance draws from many
sources. This includes annual reporting by school districts
regarding the types of school exit and planned post-school
activities for students with disabilities (form PD-5,
collected by VESID annually); the Post School Indicators (PSI)
studies comparing students with and without disabilities
(one-year statewide sample of all exiters from the class of
1995, one-year out sample of all exiters from the Big Five
Cities from the class of 1996; and the Longitudinal PSI study
of randomly stratified samples from the classes of 2000 and
2001 exiting with Regents, Local, High School Equivalency and
IEP diplomas. LPSI data is collected at Senior Exit and One-,
Three- and Five-years beyond school exit. Data is also from
the SED Office for Higher Education (OHE) indicating college
participation and completion; the SED data collection reports
called BEDS (Basic Educational Data System) and CTEDS (Career
and Technical Education Data System) and from VESID’s
vocational rehabilitation case management data system
regarding youth served. Additional data is provided from the
regional Transition Coordination Site technical assistance
network quarterly reports and their local self-assessment
planning tool, called TRANSQUAL, plus other demonstration
project outcome data.
Comparative Rates of Positive Transitions
Comparative post-school transitions one year beyond high
school by students with and without disabilities are measured
by the New York State Post-School Indicators (PSI) studies.
The most recent data collection is from the Longitudinal
Post-School Indicators study for the classes of 2000 and 2001
for students who left school with a Regents, Local, High
School Equivalency or IEP Diploma. PSI studies are not
conducted annually for every class due to volume of students
and costs. The next class to be studied for trend analysis
will be the class of 2005 at senior exit and one-year out of
high school.
|
The gap
is closing in the comparative rates of transition to
postsecondary education, employment or day program
alternatives at the point one year beyond completion for
students receiving diplomas (LPSI Data). |
|
Class Year |
Students |
Rate of Positive Transitions |
Gap |
|
2001 |
Former
Special Education |
83% |
13% |
|
Former
General Education |
96% |
|
1995 |
Former
Special Education |
75% |
16% |
|
Former
General Education |
91% |
Post-School Transition Activity and Rate Varies by Disability
|
Post-School Transitions at
One Year Out Vary by Disability Classification (LPSI Data,
Class of 2001) |
|
Students |
2- or 4-Year College |
Other Postsecondary Education |
Other Occupational Training |
Day Program Alternatives |
Paid Competitive Employment |
Supported
Employment |
Other |
Total Active in Transition |
|
General Education |
80.5% |
1.0% |
1.5% |
0.0% |
12.1% |
0.0% |
0.3% |
95.7% |
|
All Special Education |
37.8%* |
6.3% |
1.3% |
3.8% |
30.4% |
0.9% |
1.9% |
82.6% |
|
Special Education with
Learning Disabilities |
42.9% |
6.1% |
1.4% |
0.2% |
31.8% |
0.3% |
1.9% |
85.1% |
|
Special Education with Mental
Retardation |
0.8% |
5.8% |
0.0% |
24.8% |
30.6% |
6.6% |
5.0% |
73.6% |
|
Special Education with
Emotional Disabilities |
32.4% |
4.9% |
2.0% |
2.0% |
31.4% |
0.0% |
0.0% |
72.5% |
|
Special Education Other
Disabilities |
34.1% |
7.2% |
1.2% |
8.6% |
26.3% |
0.0% |
1.4% |
80.2% |
|
*Note: This rate of transition to college
for former special education students is dramatically
higher than six years ago, when it was 17 percent. |
Post-School Plans of Seniors
Post-School plans are reported
annually by school districts for seniors with disabilities
completing school with a Regents, Local, IEP or High School
Equivalency Diploma (source = PD-5 data, NYSED VESID).
This data plus data on dropouts is one source used by the
Special Education Quality Assurance Team to target districts
for monitoring reviews.
|
Increasingly, schools are
able to report post-school plans of students with
disabilities. (PD-5 Data)* |
|
Exit Year |
Number Completing |
Postsecondary Education is
Planned |
Employment is Planned |
Military Service is Planned |
Adult Services are Planned |
Other Plans |
Student Plans Unknown to
District |
|
2002-2003 |
17,596 |
49%** |
22% |
2% |
11% |
4% |
13% |
|
2001-2002 |
15,863 |
48% |
25% |
2% |
10% |
4% |
11% |
|
2000-2001 |
15,515 |
44% |
26% |
2% |
10% |
4% |
14% |
|
1999-2000 |
14,719 |
41% |
26% |
2% |
10% |
4% |
17% |
|
**Note: The increase in planning to attend
2- or 4- year college is not just a shift in the rate of
unknown plans. The following data from the Office
of Higher Education confirms the LPSI and Exit Plan
indicators that the rate of college participation and
completion is increasing. |
Postsecondary Plans of Students with Disabilities Who
Completed High School
|
Reports of post-school
plans of students with disabilities reflect regional
differences.
(PD-5 Data, Exit Year 2003) |
|
SEQA
Region**** |
Number Completing |
Postsecondary Education is
Planned |
Employment is Planned |
Military Service is Planned |
Adult Services are Planned |
Other Plans |
Student Plans Unknown to
District |
|
Total Public*** |
17,283 |
49.1% |
21.9% |
2.3% |
10.6% |
3.3% |
12.9% |
|
Eastern |
2,197 |
47.5% |
29.8% |
3.2% |
5.4% |
2.9% |
11.3% |
|
Central |
2,062 |
48.9% |
32.5% |
3.0% |
4.2% |
2.3% |
9.0% |
|
Hudson Valley |
2,602 |
59.3% |
20.3% |
1.8% |
5.9% |
1.2% |
11.5% |
|
Long Island |
3,198 |
62.1% |
16.7% |
1.9% |
5.6% |
2.4% |
11.3% |
|
New York City |
3,929 |
33.4% |
11.9% |
1.3% |
28.0% |
6.2% |
19.3% |
|
Western |
3,295 |
48.1% |
28.1% |
3.4% |
5.8% |
3.1% |
11.5% |
*Represents data
from public school districts, state agencies, data for
students placed by the courts in State residential schools.
***Represents
public schools only.
****These Regions
reflect the assignment of school districts to the VESID Office
of Quality Assurance regional offices.
College Participation
|
Matriculation in NYS
colleges and universities by students with disabilities is
increasing. (OHE Data) |
|
Year |
Numbers of Self-Identified
Students with Disabilities Enrolled |
Percent of Total Enrollment |
|
2001 |
36,249 |
3.4% |
|
2000 |
34,832 |
3.4% |
|
1999 |
30,621 |
3.0% |
Comparative
College Completion
|
College students with
disabilities are catching up to their general education
peers in completing Associates Degrees in three years or
less and Bachelors Degrees in six years or less. (OHE
Data) |
|
Degree Type |
Class Year |
Students |
Percent Completing Degree within Timeframe |
Gap |
|
AAS |
2001 |
All
Students |
23.9% |
0.7% |
|
Subset:
Students with Disabilities |
23.2% |
|
1997 |
All
Students |
25.2% |
6.5% |
|
Subset:
Students with Disabilities |
18.7% |
|
BA or BS |
2001 |
All
Students |
58.3% |
-2.3% |
|
Subset:
Students with Disabilities |
60.6% |
|
1997 |
All
Students |
58.4% |
9.7% |
|
Subset:
Students with Disabilities |
49.7% |
