National Longitudinal Transition Study (NLTS 2012)

Funder: Institute of Education Sciences, U.S. Department of Education

Subcontract from: Mathematica Policy Research [Princeton, NJ]

Conducts a national study of transition-age students with disabilities to identify the challenges they encounter in their preparation for post-high-school life, and the factors that may facilitate successful transitions from high school to adulthood. The study team from Mathematica Policy Research and the Institute on Community Integration is comparing youth with disabilities to those without disabilities to provide, for the first time, a clearer national picture of the gaps in the following areas: (1) The characteristics (personal, family, school) of youth with disabilities in public schools across the country; (2) the services, accommodations, and outcomes these youth receive while in school; and (3) what they do after they leave high school. The study will include approximately 15,000 students, including 12,000 students on IEPs, 3,000 general education students not on IEPs, and 700 students on 504 plans. To examine changes in youth experiences and outcomes over time, the study team will also compare this group of youth with disabilities to two groups studied in previous longitudinal studies. The project, which is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Improvement Act of 2004, is based at Mathematica Policy Research.

Project website:


In collaboration with: Mathematica Policy Research [Princeton, NJ]