[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601857-105":3,"doc-detail-601857-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","native-americans-with-disabilities-postsecondary-education-outcomes-read","Native Americans with Disabilities: Postsecondary Education Outcomes - read","","Correlation study examining links between special education and standardized testing variables for 100 Arizona secondary districts serving Native American populations, using archival postsecondary outcome records for students with disabilities collected by the Arizona Department of Education from 2012 to 2014. Logistic regression found no statistically significant relationships between Arizona Instrument to Measure Success (AIMS) scores and special education services funding for districts undergoing compliance reviews for SPP Indicators 13 and 14. Recommendations emphasize timeline planning for disaggregated data collection, stronger student outcome improvement strategies by LEAs, and more targeted research with similar variables and disaggregated datasets.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/native-americans-with-disabilities-postsecondary-education-outcomes-read/601857/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/native-americans-with-disabilities-postsecondary-education-outcomes-read/601857.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose?","Question",{"text":63,"@type":64},"To examine relationships between special education and standardized testing variables for Arizona secondary school districts with Native American populations, and to analyze archival postsecondary outcomes for students with disabilities between 2012 and 2014.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the logistic regression results show?",{"text":68,"@type":64},"Logistic regression indicated no statistically significant relationships between AIMS test scores and special education services funding in districts that participated in compliance reviews for SPP Indicators 13 and 14.",{"name":70,"@type":61,"acceptedAnswer":71},"Which SPP indicators are central to the analysis?",{"text":72,"@type":64},"SPP Indicator 13 focuses on whether IEP transition plans include appropriate postsecondary goals, services, and course of study; SPP Indicator 14 measures engagement outcomes in postsecondary education, training, and employment one year after leaving high school.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601857,1792209780,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Native Americans with Disabilities: Postsecondary  \nEducation Outcomes  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nDeborah J. Graham  \nDaniel W. Eadens  \nNorthern Arizona University  \nThis correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of Education. Logistic Regression analysis results indicated no statistically significant relationships between Arizona Instrument to Measure Success test scores and special education services funding in relationship to districts that participated in compliance reviews for state performance plan Indicators 13 and 14, detailed in the article. Recommendations included establishing time-lines for disaggregated data collection, Local Education Agencies should increase practicing student outcome improvement strategies, and more targeted and specific research using similar variables with disaggregated data sets.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 4– Spring 2017 ISSN: 1532-0723 © 2017 National Council of Professors of Educational Administration.  \nThis manuscript may not be used commercially or edited. When quoting portions ofthis text, full  \nattribution to the author/s is required.  \nIntroduction and Background  \nUnder the Individuals with Disabilities Education Act (IDEA) 2004 the transition from secondary education into postsecondary education or training must be included in an individualized education plan (IEP) for eligible students with a disability by age 16 (Wright, 2004) . Additionally, in Arizona, IEPs that included a transition plan had to document graduation requirements for standardized testing results of the Arizona Instrument to Measure Success (AIMS) or AIMS-A (alternative) . At the time in 2004, money was allocated to local education agencies (LEAs) as special education service funds (SESF) to assist with financing the special education services provided to students through their IEPs (Wright, 2004) . Other federal requirements included all states develop and submit a State Performance Plan (SPP) to be reported on annually to the Office of Special Education Programs (OSEP) . Currently, there continues to be 20 SPP Indicators. State Performance Plan Indicator 13 measures whether or not a student’s IEP transition plan has appropriate postsecondary goals, services, and course of study to reasonably allow the student to meet his/her postsecondary IEP goals. The SPP Indicator 14 measures the outcomes of a student’s engagement in postsecondary education, training, and employment one year after they left high school (State of Arizona, 2012) . Up until 2014, every special education student in Arizona was measured under these federal guidelines, including Native American students (State of Arizona, 2016) .  \nIn 2012, the state of Arizona had the third highest population of Native Americans in the nation (353,386), which represented 5.6% of the population in Arizona as well as 1.2% of the U.S. population (U.S. Department of Commerce, 2013) . Nationwide, more than 60% of the Native American population is identified as cognitively impaired and are twice as likely to be identified as having a specific learning disability (Snyder & Dillow, 2010) . This population had the highest disproportion rates for special education in the nation, and (even with such high rates of disabilities) there is little literature on these student’s and their postsecondary outcomes due to comparatively small population sizes (Adelman, Taylor, & Nelson, 2013) . The Arizona Department of Education (ADE) has","cbCailHxLCH2ENjD","https://ap.wps.com/l/cbCailHxLCH2ENjD","pdf",290251,19,"English","# Introduction and Background\n## IDEA transition requirements and IEP timing\n## Arizona SPP Indicators 13 and 14\n## NCLB accountability and standardized testing\n## Native American disability prevalence and literature gap","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To examine relationships between special education and standardized testing variables for Arizona secondary school districts with Native American populations, and to analyze archival postsecondary outcomes for students with disabilities between 2012 and 2014.\"},{\"question\":\"What did the logistic regression results show?\",\"answer\":\"Logistic regression indicated no statistically significant relationships between AIMS test scores and special education services funding in districts that participated in compliance reviews for SPP Indicators 13 and 14.\"},{\"question\":\"Which SPP indicators are central to the analysis?\",\"answer\":\"SPP Indicator 13 focuses on whether IEP transition plans include appropriate postsecondary goals, services, and course of study; SPP Indicator 14 measures engagement outcomes in postsecondary education, training, and employment one year after leaving high school.\"}]","Native Americans with Disabilities: Postsecondary Education Outcomes - read | PDF",1792093558,48,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},"General","general"]