Results from the Parent Interviews Are Available!
have learned a wealth of important and useful information, including characteristics of students
and families, educational supports provided at home, and involvement in students' education.
This portrays a fascinating picture of students, their families, and their relationship with
schools. In addition, the longitudinal nature of the study has allowed us to look for factors
that relate to growth over a period of six years in these students' lives.
You can obtain more detailed
information of our findings under the Info and Reports page
as well as under
the new Data Tables page.
The information provided will help to improve schools,
by informing the U.S. Department of Education, the U.S. Congress, state policymakers,
parents, educators, and researchers about ways to improve educational services
to better meet the needs of students.
We believe that parents will find many uses for these findings as they consider the progress their child is making, effective classroom
and school practices, as well as promising approaches to improve learning and
Did You Know…
- That 92% of
parents expected their children "definitely" or "probably" to graduate from high school with a regular
diploma, and more than three-fourths were expected "definitely" or "probably" to go on to postsecondary
education after high school. Sadly, the evidence suggests that these expectations greatly exceed the
rate at which students with disabilities actually graduate from high school (57%) or attend
postsecondary school (14%)(NLTS2, 1990).
- Age differences
in expectations and family support were quite apparent, favoring younger students. For example, there is
some evidence that as students grew older, parents' expectations were lowered, perhaps becoming more
closely aligned with the reality of students' academic achievements. Family support of almost all
kinds also was lowered for older students, with the exception of having a computer at home and using
it for educational purposes. Reductions in family involvement in education as students age also is
apparent in the general student population.
- SEELS findings
suggest that disability is not always an individual trait, but can concentrate in families. Approximately
39% of children with disabilities lived in households in which another member was reported to have a
disability to affect another child (31%) than an adult (17%) in the household. Eight percent of children
lived in households in which one or more adults as well as one or more other children also had a disability.
- Very few children (3%)
had parents who reported that they had had to change insurance plans or buy extra insurance because of their
children's disabilities; 13% of children had parents who had encountered refusals by insurance companies to
cover services or items related to children's disabilities. Such refusals were most common for requests
for diagnostic services and for therapies, such as speech or physical therapy (4%).
- Two-thirds of
students were boys; however, there was a considerable range in the percentage of boys across the disability
categories. For example, boys were approximately 56% of students with hearing impairments, mental
retardation, and visual impairments, though they were 80% or more of students with emotional
disturbances and autism.