Leaving School

Abstract

Recent studies provide evidence that both the expectation of a graduation rate of 90% and the successful preparation of youth with serious emotional disturbance (SED) for adult role responsibilities will be very difficult to achieve. This study examined the nature of state-by-state variation in high school completion rates and the impact of state-level child disability, demographic, and economic factors upon the basis for exiting school for youth with SED. SED identification rate, per capita income, and per pupil revenue were positively associated with exit by diploma. Conversely, per pupil revenue and SED identification rate were inversely related to exit by certificate. The percentage of the student population reported as White was inversely related to exit by certificate. When the basis of exit was certificate, approximately half of the variance in state school completion rates was accounted for by ethnicity (percentage White), per pupil revenue, and residence in the Northeast or South. Almost one third of the variation in school completion by diploma was accounted for by the SED identification rate and per capita income. States in the highest quartile for per capita income and per pupil revenue accounted for the differences in rates of graduation by diploma. Implications for further research, and efforts to improve school completion rates and adult adjustment levels, are discussed.