What factors are associated with dropout risk for students with disabilities?
There are fewer research studies examining correlates and predictors of dropout for students with disabilities than those examining dropout for the general school population. However, the research that has been conducted points to status variables associated with dropout that are similar for both groups of students. Status variables associated with greater likelihood of dropout for students with disabilities on average include a low SES, non-English speaking, or Hispanic home background (Wagner et al., 1991). Additionally, students with emotional/behavioral disorders who drop out tend to be older, have parents who have been unemployed, and have less education (Lehr, 1996). Alterable variables associated with dropout have also been identified for students with disabilities, and many are similar to those identified for students without disabilities. Alterable variables associated with increased risk of dropout include high rates of absenteeism and tardiness (Zigmond & Thornton, 1985); lo