LEAVING SCHOOL - THE IMPACT OF STATE ECONOMIC AND DEMOGRAPHIC-FACTORSFOR STUDENTS WITH SERIOUS EMOTIONAL DISTURBANCE

Recent studies provide evidence that both the expectation of a graduat ion rate of 90% and the successful preparation oi youth with serious e motional disturbance (SED) fur adult role responsibilities will be ver y difficult to achieve. This study examined the nature of state-by-sta te variation in high school completion rates and the impact of state-l evel child disability, demographic, and economic factors upon the basi s for exiting school for youth with SED. SED identification rate, per capita income, and per pupil revenue were positively associated with e xit by diploma. Conversely, per pupil revenue and SED identification r ate were inversely related to exit by certificate. The percentage of t he 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 fu r by ethnicity (percentage White), per pupil revenue, and residence in the Northeast or South. Almost one third uf the variation in school c ompletion by diploma was accounted for by the SED identification race and Fer capita income. Stairs in the highest quartile for per capita i ncome and Fer pupil revenue accounted for the differences in rates uf graduation by diploma. Implications fur further research, and efforts to improve school completion rates and adult adjustment levels, are di scussed.