2010
West Virginia One
Year Follow Up Survey
SPP / APR Indicator 14
Administered spring 2010 to students with disabilities who exited school in the
2008-2009 school year.
West Virginia Department of Education
Office of Special Programs
2010 West Virginia One Year Follow Up Survey
Student Exit Year 2009-2010
Administered 2010
Introduction:
Achieving competitive employment and/or enrolling in postsecondary school within one year
of leaving high school are measures of student progress toward independent adult living. In
accordance with Indicator 14 specifications, WVDE has designed a One-Year Follow Up
Survey to evaluate post-school outcomes for youth who had IEPs in effect at the time they
exited high school. The One-Year Follow-Up Survey was revised in August 2009 and
administered May through September 2010 to students who exited school during 20082009. Surveys were administered to all students with disabilities who graduated with a
regular diploma or some other credential, dropped out or aged out of high school. In
addition to collecting the required information (i.e., postsecondary education and/or
employment), WVDE collects data on reasons for not working or attending school, living
arrangements and transportation, community/agency involvement (e.g., ADA eligibility) and
perceptions of skills/training provided during high school.
Indicator 14 Measurement:
Part A. Percent enrolled in higher education = [(# of youth who are no longer in secondary
school, had IEPs in effect at the time they left school and were enrolled in higher education
within one year of leaving high school) divided by the (# of respondent youth who are no
longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Part B. Percent enrolled in higher education or competitively employed within one year of
leaving high school = [(# of youth who are no longer in secondary school, had IEPs in effect
at the time they left school and were enrolled in higher education or competitively employed
within one year of leaving high school) divided by the (# of respondent youth who are no
longer in secondary school and had IEPs in effect at the time they left school)] times 100.
Part C. Percent enrolled in higher education, or in some other postsecondary education or
training program; or competitively employed or in some other employment = [(# of youth
who are no longer in secondary school, had IEPs in effect at the time they left school and
were enrolled in higher education, or in some other postsecondary education or training
program; or competitively employed or in some other employment) divided by the (# of
respondent youth who are no longer in secondary school and had IEPs in effect at the time
they left school)] times 100.
Indicator 14 Data:
Students Exiting in 2008-2009
One-Year Follow-Up Surveys Conducted May-September 2010
A. Percent enrolled in higher education
19.49%
B. Percent enrolled in higher education or
competitively employed within one year of
leaving high school
48.84%
C. Percent enrolled in higher education, or in
some other postsecondary education or
63.57%
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training program; or competitively employed
or in some other employment
Number of students returning surveys:
Number students exiting
Response rate (862/3208*100)
862
3208
26.9%
There were 862 total respondents.
1 = 168 respondent leavers were enrolled in “higher education”.
2 = 253 respondent leavers were engaged in “competitive employment” (and
not counted in 1 above).
3 = 69 of respondent leavers were enrolled in “some other postsecondary
education or training” (and not counted in 1 or 2 above).
4 = 58 of respondent leavers were engaged in “some other employment” (and
not counted in 1, 2, or 3 above).
Thus,
A = 168 (#1) divided by 862 (total respondents) = 19.49%
B = 168 (#1) + 253 (#2) divided by 862 (total respondents) = 48.84%
C = 168 (#1) + 253 (#2) + 69 (#3) + 58 (#4) divided by 862 (total
respondents) = 63.57%
Demographics of the 2008-2009 students exiting school and of survey respondents are as
follows:
Students with Disabilities Exiting School 2008-2009 by Basis of Exit
Exiting Students
Surveys Received
Graduated with
regular high school
2122
66.15%
693
80.39%
diploma
Received a certificate
260
8.10%
68
7.89%
Reached maximum
5
0.16%
1
0.12%
age
Dropped out
822
25.62%
100
11.60%
Total
3208
100.00%
862
100.00%
Students with Disabilities Exiting School 2008-2009 by Race/Ethnicity
% of
% of
Exiting
Surveys
Exiting
Surveys
Students
Received
Students
Received
Hispanic/Latino
15
0.47%
3
0.93%
American Indian or Alaska
7
0.22%
0
0.00%
Native
Asian
6
0.19%
0
0.00%
3
Black or African American
Native Hawaii and Pacific
Islander (Did not report
this category in 20082009)
White
Two or More Races (Did
not report this category in
2008-2009)
Total
141
4.39%
27
3.13%
0
0.00%
0
0.00%
3039
94.73%
832
96.52%
0
0.00%
0
0.00%
3208
100.00%
862
100.00%
Students with Disabilities Exiting School 2008-2009 by Specific Disability
% of
% of
Exiting
Surveys
Exiting
Surveys
Students
Received
Students
Received
Autism
42
1.31%
15
1.74%
Behavior Disorders
187
5.83%
31
3.60%
Blind/partially sighted
22
0.69%
5
0.58%
DeafBlind
1
0.03%
1
0.12%
Deaf/Hard of Hearing
33
1.03%
8
0.93%
Mental Impairment
815
25.41%
227
26.33%
Orthopedic Impairment
10
0.31%
6
0.70%
Other Health Impairment
408
12.72%
121
14.04%
Specific Learning Disability
1658
51.68%
443
51.39%
Speech/language impairment
11
0.34%
1
0.12%
Traumatic Brain Injury
21
0.65%
4
0.46%
All
3208
0.00%
862
100.00%
Of those surveyed, 26.9 percent responded. The return of 862 with a population of 3,208
yields a confidence level of 95 percent plus or minus 2.85 percent using the Sample Size
Respondents were generally
Calculator at http://www.surveysystem.com/sscalc.htm.
representative of the race/ethnicity and disabilities in the population. However, White (non
Hispanics) exiters were slightly overrepresented while Black or African American exiters
were slightly underrepresented. Similarly, youth previously diagnosed with Other Health
Impairments were slightly overrepresented while youth previously diagnosed with Behavior
Disorders were slightly underrepresented. Lastly, graduates were overrepresented and
dropouts were underrepresented in the responses.
Discussion of Baseline Data:
Summary and highlights of the results of the One Year Follow-Up Survey include:
•
Of all students responding, only one in every five students reported they were
enrolled on a full- or part-time basis in a community college or college/university for
at least one complete term within one year of exiting high school with an IEP in
effect.
•
Twenty-nine percent (i.e., 253) of all students maintained they were competitively
employed and not enrolled in higher education. Most students participating in the
workforce within one year of exiting high school reported being employed in
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unskilled, entry level jobs. Those most frequently cited were clerks, cashiers,
caregivers/nursing assistants, food service industry and laborer positions.
•
Eight percent stated that they were enrolled in other postsecondary education or
training, such as adult education, a workforce development program or a vocationaltechnical school with a duration less than two years.
•
Nearly seven percent of all respondents indicated they were participating in some
other employment including noncompetitive employment, self-employment or family
business.
•
Sixty-four percent of youth reported they were enrolled in higher education, or in
some other postsecondary education or training program or competitively employed
or in some other employment within one year of exiting high school with an IEP in
effect.
•
Conversely, more than one-third (i.e., 314 youth) of all respondents reported they
were not participating in any form of postsecondary education, training or
employment within one year of leaving high school.
One year follow up for youth who exited school
in 2008-2009 with an IEP in effect:
Not enrolled in
postsecondary
education or
employed
314.0
36%
Enrolled in other
type of
postsecondary
education / training
or engaged in "some
other employment",
127.0, 15%
•
•
Enrolled in higher
education, 168.0,
20%
Competitively
employed, 253.0,
29%
Sixteen percent of all students responding indicated they receive some type of health
insurance benefits.
Meanwhile, 5.6% and 16.4% reported they receive scholarship support and financial
aid, for postsecondary education or training, respectively.
5
•
One in every five former student indicated he or she is supported by an adult
agency. The most widely cited support agency is the West Virginia Division of
Rehabilitation Services.
Among students who were neither employed nor enrolled in some type of postsecondary
school, the most frequently cited these reasons were:
• Unable to find work and
• Unable to work because of disability.
Former students indicated skills they needed more of while in school were:
• Practical reading, writing, and math for work and daily living
• Money management skills, and
• Job seeking and job keeping skills.
For a complete listing of all the Indicator 14 variable counts, see Appendix 1 (attached).
Recommendations:
Review, discussion and analysis of general and detailed data among stakeholders will assist
the SEA and LEA to make decisions for short and long term goals. It is clear that students
have higher expectations at exit for pursuing education and work than they are actually
attaining within one year. This implies that providers for transition services, families,
students and post school agencies should continue to guide activities and experiences for
youth and families to set and achieve realistic goals for living, learning and work after high
school. Educators need skills to provide quality transition services during school so youth
have the ability to make informed choices for the post school setting.
6
Appendix I
General Information about Participants
Table 4 Marital Status of Respondents
Divorced
Married
1
39
Table 5 Home/Community Living
Lives at
home
Lives
Lives in
with
independently in
Dormitory
parents
my own place or
or other
with friends
family
154
629
33
Single
Total
816
862
Lives
on
Military
Base
Lives in
Supervised
Apartment
Other
Missing /
No
Response
Total
12
4
20
10
862
Table 6 Transportation Related Information
Item
No
Yes
Missing / No
Response
Total
Holds a Driver’s License
Getting to and from
work/school is a
problem.
331
493
38
862
611
164
87
862
Item
No
Yes
Missing / No
Response
Total
School Challenged Me
School prepared me for
daily living
132
678
52
862
157
638
67
862
Table 7 School Information
7
Table 8 Exiters’ Perceptions regarding Amount of Skills or Training Received in High School
Item
Everyday reading,
writing and math skills
Specific career/
vocational skills to
prepare me for my
current job/education
program
Money management
skills
Independent and home
living skills
Job seeking and keeping
skills
Specific work
experiences
Social skills to get along
with others
Other skills
Needed
More
Just
Enough
Too Much
283
509
23
47
862
269
520
17
56
862
299
495
14
54
862
192
599
18
53
862
262
528
14
58
862
275
510
14
63
862
134
646
31
51
862
63
296
15
488
862
No
Response/
NA
Total
Table 9 Americans with Disabilities Act (ADA) / Section 504
Item
No
Yes
Missing / No
Response
Total
I currently have
accommodations under
ADA
643
134
85
862
Type of Support
Provided
Agency Names
as reported by
respondents
Educational = 106 students
Work = 74 students
Independent Living = 21 students
Other = 27 students
Division of Rehabilitation Services=127
SSI/SSDI=13
REM Services=11
Title 19 Waiver =4
Department of Health and Human
Resources=4
ResCare=4
Seneca=3
Community Mental Health Agencies=3
Autism Services=2
Independent Living=1
Daily Companions=1
Cerebral Palsy Foundation=1
HealthWays=1
Job Squad=1
Mainstream Services=1
Northwood Health Systems=1
Plan to apply for disability and contact
Dept. of Rehab=1
Westbrook=1
Workforce West Virginia=1
8
Figure 2 Community/Leisure Activities
Leisure Activities
300
250
200
Church
150
Sports
Other
100
50
0
Church
Sports
Other
Other Leisure Activities Reported:
• Volunteering/Volunteer Fireman/Mentor/Help neighbors/Community and family events/Coaching little
league/People Reaching Out With Love (P.R.O.W.L)/Boy Scouts/Law enforcement reserve/Supervised day
activities/Transition programs/Cooking/Homemaking/Hair styling/Shopping/Travel =67
• Fishing/Hunting/Camping/Hiking/Animals/Dog breeder/Horses =34
• Exercise/Swim/Golf/Hiking/Karate/Paint ball/Biking/Baseball/Special Olympics/Weight
lifting/Bowling/Gardening= 14
• 4 wheeler/ATV Riding/Motorcycle/Skateboarding=16
• Music/Band member/Art=10
• Work on cars/Antique cars/Car shows/Auto racing/Railroad=8
• 4 H=7
• Computer/Social Networking/Video gaming/Board games/Watch tv and movies/Read=7
9
Post Secondary Education
Table 9 Post Secondary Education
Number of Students with
Scholarships
Number of Students Receiving
Financial Aid
Number of
Full Time
Students
Number of Part time
Students
49
141
168
56
Name of Training Programs Reported:
• Career Center/Community and technical college/University: Academy of Careers and Technology, Ashland
CTC=2, Ben Franklin CTE Center, Blue Ridge CTC=7, , Boone County CTE Center, Braxton County CTE Center,
Bridgemont CTC, Cabell County CTE Center=2, Charleston School of Beauty and Culture, Eastern CTC=5,
Everest, Fred W. Eberle CTE Center, Garrett CTC, Hagerstown CTC=2, Huntington Junior College=2, James
Rumsey CTE, Mountwest CTC=6, Mingo CTE, Morgantown Beauty College, Mountain State University=4, New
River CTC=9 Ohio CTC, Ohio Valley University, Penn Foster, Pierpont CTC=5, Pikeville College, Putnam County
CTE Center, Roane-Jackson CTE Center, South Branch CTE Center, Southern CTC=9, Stanford CTC, Baltimore
County CTE in Daytona Beach, WV Northern CTC=5, WV Coal Mining Academy, WV Junior College=2,
Wyoming CTE Center=3, Art Institute of Washington, MidOhio Valley CTE=2
• Colleges/Universities: Alderson Broaddus, Bethany College, California University of Pennsylvania, Bluefield
State College=3, Concord College=3, Davis & Elkins=2, Fairmont State=2, Glenville State College=2, Liberty
University, Marshall University=4, Fairmont State University, Shepherd University, University of Alaska,
University of NW Ohio, West Liberty University, WV University/WVU Tech/WVU-P=8, WV Wesleyan
College=3, Westwood College, Wheeling Jesuit University, WV State=4, Potomac State=2
• Adult Basic Education=2
• Other: Autism Training Center, Mining/B and D Mining/Mountaineer Mining=4, Department store, e-Golf
Academy of America, Home Depot, Job Corps, Jordan's Geriatric Center, KinderMorgan, Medcare Training
Center, Mountain State Machine and Gun, Mountaineer Challenge Academy, Sheltered workshop=4, Pipe
fitters, WV Rehabilitation-Blind Unit=2, Able Landscaping
Type of Programs Reported:
Athletic training=1
Forestry Management=1
Auto & Diesel Mechanics/Auto Body Collision/Auto
General Studies/Undeclard/GED=11
Tech/High Performance Engines=15
Gun Smith/Woodworking/Golf and Sports
Biochemistry/Biology/Chemistry =5
Management=4
Bookkeeping/Business/Accounting/Sales=11
Graphic Design/Computer Science/Fashion
Cosmetology=2
Merchandising/Communications/Journalism/Animatio
Criminal/Juvenile justice/Legal assistant/Forensics=6
n Game developer =19
Culinary Arts=3
Healthcare/Nursing/Medical
Child Care/Education=14
Assisting/Coding/Therapy/Dental Assistant=36
Daily living skills/Orientation and
HVAC/Machinist/ Electrician/Coal Mining/Welding=15
Mobility/Braille/Laborer=7
Music/Religious Studies/Theatre =4
Engineering=4
10
Work Information
Table 10 Work Information
Working (20 or more hours/week average)
Number of
Respondents
293
Working (less than 20 hours/week average
24
Working (family business or self employed)
13
Working (supported work in the community)
10
Type of Work
Apprenticeship program
1
In the military
7
Not applicable
514
Total
Job Titles Reported:
862
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Volunteer/AmeriCORP-1
Military/Ammunition specialist/Military Police-4
Auto Body Technician/Auto Detailer/Car painter/Car dealer/Aide-7
Nursing assistant/health aide/Phlebotomist-9
Candy making and packing/Baker/assistant-3
Cashier/clerk/Produce clerk/Stocker/Packing assistant/ Addressor/ Assistant manager/Cart
associate/Bagger/Greeter/Delivery Man/Driver-51
Cook/Bartender/Carry Out/Dishwasher/Delivery/Server-28
Census Taker/Call center/File Clerk/Meter Reader-5
Construction trades/Craftsman/Electrician apprentice/Apprentice/Core driller helper/Heating & Cooling
Technician/Carpenter/assistant/Welder/Welder helper/Gunsmith/Millwright/Welder/Machinist-23
Direct Care Worker/Personal care aide/Rehab assistant/Care giver/Beautician/Substitute Teacher's
Aide/Babysitter/ Teacher aide/Child care assistant-19
Dog breeder/Groomer-1
Equipment manager/operator/loader/driver/Machine operator/Truck and equipment operator-14
Factory work/Bag Sealer/Meat packer-5
Floor Covering/general laborer/Well tender/Saw operator/Lumber stacker/mason assistant/Pipe roller/Deck
hand/Maintenance/Driller/Refurbisher-20
Hospitality Coordinator/hostess-2
Housekeeping/Janitorial/Office cleaner/Laundry assistant/Cleaning Crew/Garbage Collector/Public works-15
Maintenance/ Greg's Repair/Construction after fire & flooding/House Painter/ Remodeling-8
Landscaper/Lawn Maintenance/ Greenhouse help/Grounds keeper-10
Miner-7
Photographer/IT/Microfilm camera operator-3
Security guard/ Correctional Officer/Courtesy associate/Patrol/Firefighter-9
Compensation: Three hundred and four respondents reported receiving p
• Pay at or above the minimum wage=304
• Pay below the minimum wage=34
• Remaining respondents either were not working or failed to respond to this item
• Receiving health benefits=111 respondents (12.8% of the 682 total respondents)
11
Disability
Unable
to afford
school or
training
64
10
Not in School or Work Due to:
Do not
Do not need
Need to
know
to
help
what I
work/Parents
family at
want to
support me
home
do
26
54
20
Unable
to find
work
Unable to get
into a
school/Training
program
86
10
Other Reasons/Comments:
• Has a disability (15): Attend day habilitation program, Autism/CP/other, Denied services with Seneca (rehab
workshop), Health issues, Job fell through with DRS, Need a social security card, No longer qualifies for disability,
Panic attacks, Receiving SSI (4), Unable to work due to injury, Medical Issues
• Home business: Breed dogs at home
• Poor academic/independent living/work related skills (23): cannot read, write, spell or tell time, can't pass drivers
exam or get license, Difficult time adjusting, Hard to answer employer questions, Just too lazy (2), Lost her job
because she was unable to complete tasks in a timely manner, Mom says he/she doesn't want to do
anything/unmotivated/not interested/wants to hang out/take a break (5), working with REM or DRS, working up
ladder at McDonalds, working part time, no job, not really looking for job/work (3)
• Inconsistent work schedule (15): odd jobs (2), hours reduced, laid off (2), part time positions for limited time (2),
clean for neighbors/help mom (2), help out at church/volunteer (3), Unable to find work near home, will be
attending a work program, enlisted in the army has not left for boot camp
• Family challenges (14): Father sick/passed away, Had a baby/children to care for/pregnant (9), housewife/husband
supports me (3), moved to Hawaii
• Incarcerated (4)
• Transportation not available (6)
Dropout Supplement Form:
Table 11: Most frequently cited reasons for dropping out of schools
Reason
Number of respondents citing item as a
reason for dropping out of school
Dislike of the school experience
47
Lack of interest or motivation
30
Poor student/staff relationship
10
Behavior difficulty
9
Poor relationship with fellow students
6
All other reasons received five or fewer responses per item.
12