Amostra

NLTS 2012 includes a nationally representative sample of approximately 22,000 students, including students with dis abilities who have an IEP (81%), students with disabilities who have a 504 plan (5%), and students in the general pop ulation with no IEP or 504 Plan (14%). The NLTS 2012 two-stage sampling process entailed first sampling a strati fied national probability sample of 572 school districts and special schools that serve deaf and/or blind students in the secondary school age range. Of those, 432 (76%) agreed to participate. The second sampling stage entailed random selection of students who were in Grades 7 through 12 (or ungraded) and were 13 to 21 years old as of December 1, 2011. Students were selected from each of 14 sample strata categories, including students with an IEP in each of the 12 federal disability categories recognized by IDEA, students with a disability with a 504 Plan, and students in the general population. NLTS 2012 parent and youth surveys were completed in 2012 and 2013, when youth were aged 12 to 23 years and most still were in secondary school. Surveys were adminis tered in English or Spanish through a combination of com puter-assisted interviewing (by phone and in person) and through web-based surveys. Parents of youth aged younger than 18 years were surveyed first and subsequently the youth survey was attempted. Parents, or other responsible house hold adults, provided responses for 16% of youth who were unable to respond for themselves, with accommodations. Approximately, 12,900 parent surveys were completed, rep resenting a 59% response rate, and 11,130 youth surveys were completed, representing a 51% response rate. The potential for nonresponse bias in the parent/youth survey was assessed and results indicate that weighting was suc cessful in limiting the potential for bias. Weighting and non response bias analysis of parent/youth survey processes are more fully described in the NLTS 2012 Design Documentation (Burghardt et al., 2017). During the student sampling phase, participating districts provided administrative records on student characteristics, including students’ EL status. Current study sample. To be included in the sample for the current study, students needed to have completed a parent/youth survey and to have been in secondary school during the year the survey was completed. In addition, because this study focused on transition planning–related activities and IDEA (2004) mandates that transition begin by 16 years of age, sample students were required to be 16 years or older. The sample included 280 ELs with disabilities, 3,730 stu dents with disabilities with an IEP who were not ELs, and 1,010 students in the general population (those without an IEP). These sample sizes and those reported in all subse quent results are approximate and are rounded to the nearest 10, per Institute of Education Sciences (IES) data reporting requirements for a restricted-use data set.