Aspirational Differences Between Students With and Without IEPs: Grades Earned Matter. (February 2020)

• Record Type: Journal Article
• Authors: Sinclair, James; Poteat, V. Paul
• Is Part Of: Remedial and special education. Volume 41:Number 1(2020)
• Page Start: 40
• Page End: 49
• Publication Date: 2020-02
• Subjects: aspirations -- disabilities -- IEP -- high school -- adolescents; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932518795475
• Languages: English
• ISSNs: 0741-9325

Abstract

Using data from the 2015 Dane County Youth Assessment ( n = 12, 886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post–high school aspirations. We identified significant IEP status × grades earned interactions in predicting students' reported likelihood of pursuing post–high school placements. Higher reported average grades earned were more strongly associated with students' greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed.