What Works, When, for Whom, and With Whom: A Meta-Analytic Review of Predictors of Postsecondary Success for Students With Disabilities

Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on "what works" for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships betw...

Full description

Saved in:
Bibliographic Details
Published in:Review of educational research 2016-03, Vol.86 (1), p.123-162
Main Authors: Haber, Mason G., Mazzotti, Valerie L., Mustian, April L., Rowe, Dawn A., Bartholomew, Audrey L., Test, David W., Fowler, Catherine H.
Format: Article
Language:English
Subjects:
Coding
Collaboration
College Students
Correlation
Correlation analysis
Data Analysis
Disabilities
Disorders
Education
Education Work Relationship
Educational outcomes
Effect Size
Employment
Employment Level
Higher education
Independent Living
Individual Characteristics
Job development
Learning disabilities
Literature Reviews
Meta Analysis
Outcomes of Education
Postsecondary Education
Predictor Variables
Productivity
Regression (Statistics)
Research Design
Sampling
Special education
Special needs students
Statistical Analysis
Students with disabilities
Success
Systematic review
Vocational education
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on "what works" for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with long-term outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered.
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654315583135