ABSTRACT

Many studies suggest students’ socioeconomic status (SES) predicts academic performance as well as employment and further education outcomes for students both with and without disabilities. The extent to which SES affects the precedents for those outcomes, or the non-academic transition skills identified as being predictive of those post-school outcomes, has been less well studied, and the studies that have been conducted have had varying results. The current study attempts to add to this growing literature base by using multilevel modeling to determine the extent to which variables related to SES predict non-academic skills identified in the literature as being associated with post-school further education and employment outcomes. Results of this study show non-academic outcomes are not strongly related to students’ SES classifications. Specifically, results indicate SES variables generally do not predict non-academic skills associated with post-school further education or employment at the school or student level, meaning SES status does not determine if high school students will attain necessary non-academic skills.

摘要

许多研究表明，学生的社会经济状况（SES）可以预测有残疾和无残疾学生的学习成绩以及就业和继续教育的成果。SES在多大程度上影响了这些结果的先例，或者被认为可预测这些学后结果的非学术过渡技能的程度，研究得还不够好，并且所进行的研究也得出了不同的结果。当前的研究试图通过使用多级建模来确定与SES相关的变量预测文献中确定的与学后进修和就业成果相关的非学术技能的程度，从而在不断增加的文献基础上增加。这项研究的结果表明，非学术成果与学生的SES分类关系不大。