Making a Difference in High School

This study sought to identify high school interventions and family and individual factors that are associated with a higher likelihood of high school completion, preparation for employment through post-secondary education and/or training, and post-secondary employment in students with emotional disturbance. The study analyzed data from the National Longitudinal Study-2 (NLTS-2).  The NLTS-2 followed, for seven years, a nationally representative sample of middle and high school students receiving special education in all disability categories, including emotional disturbance, at ages 13-16. It captured key characteristics of the students, their families, their school programs, their experiences, and their secondary and post-secondary school and work outcomes.

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