University of Illinois Urbana-Champaign

Predictors of school exiting status and post-school outcomes for students identified as severely emotionally disturbed

Rylance, Billie Jo

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https://hdl.handle.net/2142/22880

Description

Title
Predictors of school exiting status and post-school outcomes for students identified as severely emotionally disturbed
Author(s)
Rylance, Billie Jo
Issue Date
1996
Doctoral Committee Chair(s)
Chadsey-Rusch, Janis
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Guidance and Counseling
  • Education, Vocational
Language
eng
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.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/22880
Copyright and License Information
Copyright 1996 Rylance, Billie Jo

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