The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005.

By L. Newman, Mary M. Wagner, Anne-Marie Knokey, Camille Marder, Katherine M. Nagle, D. Shaver, Xin Wei. 2011

1,336 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/86be160b0194a3ebc8aba8a344e920ff13e052fe

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Meg Grigal
J. Rojewski
E. Carter
Noel Gregg
L. Newman
S. Grimes
D. Hart
In-Heok Lee

Citations in the corpus

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities (2015, methodology): “…by our use of propensity score analysis that eliminated competing explanations such as placement bias or group assignment based on some unknown underlying rationale (Dehejia & Wahba, 2002), and extends the descriptive work of past research (e.g., Newman et al., 2011; Wagner et al., 2005).”
University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible (2019, background): “The largest study with a non-disclosing sample is by Newman et al. (2011) who used the US National Longitudinal Transition Study-2 dataset.”
Reported Accommodations and Supports Provided to Secondary and Postsecondary Students With Disabilities (2015, methodology): “…in postsecondary school were asked about their perceptions of the need for assistance with schoolwork, approximately 50% of those in 2- and 4-year colleges and more than 30% of those in vocational, technical, and business schools asserted that it would have been helpful (Newman et al., 2011).”
Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities (2017, background): “%) have never held paid employment within 8 years after exiting high school (Newman et al., 2011).”
College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support (2017, background): “, 2008), do not consider themselves to have a disability (Newman et al., 2011), or do not choose to disclose their diagnosis (Cai & Richdale, 2016; Fleischer, 2012; Van Hees et al.”
A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States (2012, background): “Further, while all of the students in these programs have disabilities, only slightly more than half of them received any services from the college’s DSO.”
Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities (2015, unknown): “…with disabilities out of school 5 to 8 years were more likely to live independently than their peers out of school for shorter periods of time (Newman et al., 2011); however, NLTS2 also found that satisfaction with living arrangement decreased the further removed from school young adults with…”
What Works, When, for Whom, and With Whom (2016, background): “1, given a base employment rate of 60% in a nonexposed group youth with disabilities (the approximate base rate of postsecondary employment among young adults with disabilities generally; Newman et al., 2011), predicts a conditional 68% rate; with the same base rate of 60%, .”
Emerging Adulthood as a Critical Stage in the Life Course (2018, background): “Many persons with ASD are able to work successfully within the community (GarciaVillamisar et al. 2000; Mawhood and Howlin 1999); however, the majority experience difficulty securing meaningful employment (Eaves and Ho 2008; Howlin et al. 2004; Newman et al. 2011).”
Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities (2011, methodology): “Students with ID are also the least likely to be enrolled “steadily” in college (Newman et al., 2009).”