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Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes

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Title: Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes
Language: English
Authors: Claire McKinley Yoder (ORCID 0000-0002-8465-0048), Mary Ann Cantrell, Janice L. Hinkle
Source: Journal of School Nursing. 2024 40(3):266-274.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Grade 9
Junior High Schools
Descriptors: High School Graduates, Graduation Rate, Students with Disabilities, Racial Differences, Ethnicity, Gender Differences, Grade 5, Student Characteristics, Grade 9, Probability
DOI: 10.1177/10598405221078989
ISSN: 1059-8405
1546-8364
Abstract: Multiple factors influence a student's success in high school graduation. Individual factors such as disability, racial or ethnic identity, and gender may result in inequity in the school environment, interfering with learning and possibly leading to poorer educational outcomes. This secondary analysis of student educational records (N = 3,782) from 2008-2018 tested the associations among the disability, racial or ethnic identity, gender, and 5th grade attendance on high school attendance and graduation. Linear and logistic regression analysis identified students without a disability had a 40% greater chance of graduation (AOR = 1.4 [95% CI = 1.15, 1.71]) than those with a disability. Students identifying as Black, Hispanic, or Native American had half the odds of graduating compared to White students. When controlling for 9th grade attendance, these disparities decreased. Attendance in 5th grade, disability, and racial and ethnic identity influenced attendance, being on track to graduate, and high school graduation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424692
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Label: Title
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  Data: Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Claire+McKinley+Yoder%22">Claire McKinley Yoder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8465-0048">0000-0002-8465-0048</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Ann+Cantrell%22">Mary Ann Cantrell</searchLink><br /><searchLink fieldCode="AR" term="%22Janice+L%2E+Hinkle%22">Janice L. Hinkle</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Nursing%22"><i>Journal of School Nursing</i></searchLink>. 2024 40(3):266-274.
– Name: Avail
  Label: Availability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
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  Data: Y
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  Label: Page Count
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  Data: 9
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  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10598405221078989
– Name: ISSN
  Label: ISSN
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  Data: 1059-8405<br />1546-8364
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Multiple factors influence a student's success in high school graduation. Individual factors such as disability, racial or ethnic identity, and gender may result in inequity in the school environment, interfering with learning and possibly leading to poorer educational outcomes. This secondary analysis of student educational records (N = 3,782) from 2008-2018 tested the associations among the disability, racial or ethnic identity, gender, and 5th grade attendance on high school attendance and graduation. Linear and logistic regression analysis identified students without a disability had a 40% greater chance of graduation (AOR = 1.4 [95% CI = 1.15, 1.71]) than those with a disability. Students identifying as Black, Hispanic, or Native American had half the odds of graduating compared to White students. When controlling for 9th grade attendance, these disparities decreased. Attendance in 5th grade, disability, and racial and ethnic identity influenced attendance, being on track to graduate, and high school graduation.
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  Data: 2024
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  Data: EJ1424692
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1424692
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        Value: 10.1177/10598405221078989
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 266
    Subjects:
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Grade 9
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      – SubjectFull: Probability
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    Titles:
      – TitleFull: Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes
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            NameFull: Janice L. Hinkle
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              M: 06
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              Y: 2024
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