Article2011

Inclusion and Graduation Rates: What Are the Outcomes?

Janet I. Goodman · Michael N. Hazelkorn · Jessica L. Bucholz · Mary Lou Duffy · Yayoi Kitta

49 citations0/0 files storedJournal of Disability Policy Studies

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Disability Education and Employment Collaborative Teaching and Inclusion Inclusion and Disability in Education and Sport

Abstract

In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. This study examined the records of 67,749 students with mild disabilities in Georgia during a 6-year period to determine the effects of inclusion (i.e., the amount of time spent in general education classrooms) on graduation rates. Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities have remained stable (+0.4%) at less than 30%.

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References

1987High School Dropouts: A Review of Issues and Evidence 1984High School: A Report on Secondary Education in America 2002High-stakes testing, uncertainty, and student learning 2002The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. Special Studies. Current Population Reports.2007School Characteristics Related to High School Dropout Rates 2004School Dropouts 2006Disparate Access: The Disproportionality of African American Students with Disabilities across Educational Environments 2004Moving Toward Inclusive Practices

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