Amostra

Participants in this project were students from the NLTS2 study, meaning they were students 13-16 years of age in at least seventh-grade and receiving special education services in 2000. To be included in this secondary analy-sis, students from the NLTS2 database needed to meet the following criteria: (a) identified by school program as having a mild intellec-tual disability; (b) in school in wave 1 of data collection and out of school in wave 2, in school in wave 2 and out of school in wave 3, or in school in wave 3 and out in wave 4; and (c) receiving special education services while in school. While analyses were run on students who met these characteristics in the sample, all data reported are weighted using the weights provided in the NLTS2 database to represent the number of students in the pop-ulation (see Javitz & Wagner, 2003; Wagner et al., 2005 for more information on weighting the data). Note, data with low unweighted counts have not been reported in this analysis. This secondary analysis of the NLTS2 in-volved 60,664 students with mild intellectual disability. The majority of students with mild intellectual disability identified their ethnicity as Caucasian (62.4%, SE 5.7), followed by Af-rican-American (30.5%, SE 5.5), Hispanic (4.5%, SE 2.7) and multiracial or other (2.1%, SE 1.7). The majority were male (66.1%, SE 4.8) and, of those who responded, the most frequently indicated family income (i.e., par-ent/guardians) was less than $25,000 per year. The average age of students in school was 17.2 while the average age for out of school for the postschool outcomes was 19.9, and 20.9 for the long-term postschool outcomes (i.e., more than two years out of school)