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Title:Predictors of school exiting status and post-school outcomes for students identified as severely emotionally disturbed
Author(s):Rylance, Billie Jo
Doctoral Committee Chair(s):Chadsey-Rusch, Janis
Department / Program:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Guidance and Counseling
Education, Vocational
Abstract:Drawing on the National Longitudinal Transition Database (1990), this study involved a sample of 664 youths identified as severely emotionally disturbed ranging in age from 18 to 27. It examined the capability of individual variables and two school variables (i.e., vocational education and counseling) to predict whether or not a youth graduated or dropped out of high school. The study also explored the impact individual variables and the school variables of vocational education, counseling, and school exiting status exerted on: (a) post-school employment, (b) post-secondary education, (c) residential independence, (d) group membership, (e) social interactions, and (f) arrest status. A hierarchical regression analysis indicates that both individual and school variables predict high school leaving status. In addition, hierarchical regression analyses reveal that counseling, vocational education, and school leaving status serve as significant predictors of post-school employment, participation in post-secondary education, membership in a community or social group, and arrest history. The study concludes with implications for research and recommendations for improving educational outcomes.
Issue Date:1996
Rights Information:Copyright 1996 Rylance, Billie Jo
Date Available in IDEALS:2011-05-07
Identifier in Online Catalog:AAI9625187
OCLC Identifier:(UMI)AAI9625187

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