2. CHILD COUNT
FY 2019
October 1, 2018

3. Disability Categories
Number of Students
2017 (6-21)
2018 (6-21)
Numbers of Students
2019 (6-21)
Specific Learning Disability
38,869
38,730
38,775
Speech or Language Impairment
9,400
12,936
10,198
Other Health Impairments
16,400
17,602
18,251
Autism
5,632
6,622
6,744
Intellectual Disabilities
6,151
6,482
6,470
Emotional Disturbance
4,038
4,056
4,142
Multiple Disabilities
1,551
1,697
1,574

4. Disability Categories p. 2
# of Students
2017 (6-21)
FY 2018 (6-21)
FY 2019 (6-21)
Developmental Delays
16,231
Hearing Impairment (Inc. Deafness)
1,275
1,463
1,380
Visual Impairment (Inc. Blindness)
619
Orthopedic Impairments
370
377
339
Traumatic Brain Injury
236
250
239
Deaf-Blindness 20
Grand Total
99,941
102,100 (6-21)
109,395 (3-21)
104,982
115,290 (3-21)

5. EDUCATIONAL ENVIRONMENTS
Child Count FY 2019

6. Inside the regular class 80% or more of the day 69566 72392
School Age (6-21)
Total
FY 2018
FY 2019
Inside the regular class 80% or more of the day
69566
72392
Inside the regular class 40%-79% of the day
22385
22770
Inside the regular class less than 40% of the day
9399
8735
Public/Private Separate Day School Facility 55 70
Home Instruction/Hospital Environment
365
356
Public/Private Residential Facility
239
307
Correctional Facility 91 92
Parentally Placed in Private Schools
260
102100
104982
The total child count and environmental outcomes do not match. 115, 290 on total child count and 115,292 on the Environment Outcomes.

7. TRANSITION AGE STUDENTS
Child Count FY 2019
October 1, 2018

8. Transition Age Students (14-21)
Disability
Number of Transition Age Students
FY 2017
FY 2018 (October 1, 2017)
Number of Transition Age Students FY 2019
Specific Learning Disability
20,073
19,157
19,276
Speech or Language Impairment
357
309
329
Other Health Impairments
7,725
7,797
8,202
Autism
2,416
2,651
Intellectual Disabilities
2,951
3,533
3,038
Emotional Disturbance
2,203
2,169
2,225
Multiple Disabilities
789
749
723

9. Transition Age Students (14-21) p. 2
Disability
Number of Transition Age Students
FY 2018 (October 1, 2017)
Number of Transition Age Students FY 2019
Hearing Impairment (Inc. Deafness)
425
434
462
Visual Impairment (Inc. Blindness)
219
210
232
Orthopedic Impairments
145
132
123
Traumatic Brain Injury
125
127
121
Deaf-Blindness 7 5
Grand Total
37,299
37,038
37,389

10. INDICATOR 14: POST SCHOOL OUTCOMES
Final Report
March 2019

11. Indicator 14
“Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were:
A. Enrolled in higher education within one year of leaving high school.
B. Enrolled in higher education or competitively employed within one year of leaving high school.
C. 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 leaving high school”. (20 U.S.C (a)(3)(B))

12. Definitions
Enrolled in higher education means that the student has been enrolled on a full-time or part-time basis in a community college (2-year program) or college/university (4- or more year program) for at least one complete term, at any time in the year since leaving high school.
Competitive employment means that the student has worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.

13. Definitions p. 2
Enrolled in other postsecondary education or training means that the student has been enrolled on a full-time or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program)
Some other employment means that the student has worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family business (e.g., farm, store, fishing, ranching, catering services, etc.).

14. Postcard Questionnaire
Were you ever enrolled in any type of school, job training, or educational program during the first 12 months after leaving high school?
Did you complete an entire term? By this I mean a quarter, semester, inter-session, summer session, or on-line program.
Which ONE of the following best describes the kind of school, job training, or educational program in which you were enrolled? (High school completion program (Adult basic education/GED); Employment training (WIA, Job Corps); Vocational, technical, or trade school program; 2 or 4 year college or university; Religious or church sponsored mission or program; Other.

15. Postcard Questionnaire p. 2
4. Did you EVER work during the first 12 months after high school? 5. Since leaving high school, have you worked a total of 3 months (or 90 days) in any one job? 6. Did you work an average of 20 or more hours per week (or about half of a 40-hour week) in that job? (Note: hours may vary week to week). 7. Were you paid $7.25 per hour or more in that job?

16. Postcard Questionnaire p. 3
8. Which ONE of the following best describes that job? Company, business, or service with people with and without disabilities; military; supported employment (paid work with services and wage support to the employer); self-employed; family business (farm, store, fishing, ranching, catering, etc.); sheltered employment (where most workers have disabilities); employed while in jail or prison; other.

17. Overview
LEAs were instructed by OSDE-SES to update contact information
5,931 records sent to OU Poll
5,765 records of exiters were eligible for the survey (some exiters were deceased or not eligible for inclusion)
1,030 eligible exiters responded to the survey
OU POLL conducted telephone interviews using a Computer Assisted Telephone Interviewing (CATI) system
Data collection occurred from September 17 to December13, 2018
Pre-notification cards were mailed to all contacts

18. Race and Ethnicity, Gender, and Age
Overall, nearly two-thirds of respondents were male (66.6%) and White, non-Hispanic (54.6%). Further breaking the sample down by race and ethnicity shows that while respondents were predominantly White, non-Hispanic, the American Indian or Alaska Native population was also a sizeable part of the sample with 22.1% of the population falling within this category and 8.0% were reported as being Black. The sample breakout is shown in Figure 1.
According to the OSDE database, respondents for the 2018 survey year were born between 1994 and More than half of respondents (57.4%) were born in 1998, making them 19 years old when they exited. In contrast, 12.3% were born in 1997 and were 20 years old when they exited while 26.8% were born in 1999 and were 18 years old when they exited. There were a few students born between 1994 and 1996 that were interviewed, which accounts for about 3.1% of those responding to the interview by mail or phone; this means they exited at ages 23 (0.2%), 22 (0.8%), and 21 (2.1%), respectively.

19. Disability Type Exit Code and Disability Type
In total, 96.2% of respondents graduated compared to only 2.4% who dropped out. Examining primary disabilities based on the four principle reporting categories shows that 531 respondents (51.6%) have a “learning disability,” 90 (8.7%) have some form of “intellectual disability,” and 48 (4.7%) have an “emotional disturbance.” In contrast, 361 respondents (35.0%) are characterized under the category “all other” disabilities. Figure 2 provides a breakout of respondents’ primary disabilities.

20. Exiters
National Post-School Outcomes Center Response Calculations
The National Post-School Outcomes Center has a Response Calculator to assess how representative the sample is relative to the entire population of exiters from the school year. The basis for the information used to develop the calculations is the number of exiters from throughout the state on IEPs, their disability status, race (minority versus White), and sex. Overall, 5,931 records were deemed usable for the purposes of this assessment. Table 2 shows the response rates for this study based on the NPSO Response Rate Calculator. The optimal response rate was only obtained for three subgroups when comparing the sample population with the targeted population at the state level (meaning within +/- 3%): ED, ID, and Dropouts. For the groups within the optimal range, all variations were less than +/- 1%. For those groups exceeding the optimal rates, AO showed the greatest disparity in respondents followed by LD, females, and minority populations.

21. Education and Training Received
The first set of questions in the survey asked respondents about any education or training they may have received since leaving high school. A variety of common education and training programs were included in this series of questions. Further, any respondent who reported having participated in a certain type of education or training was asked a follow-up question to determine how long they were involved in their education or training.
While a majority of respondents indicated that they had not entered into a post-secondary education or training program (52.5%), a large percentage (45.4%) did enter into such programs and 88.5% had completed at least one semester. Figure 4 shows that a plurality of respondents (58.5%) entered a two- or four-year college or university and nearly one-third (29.9%) had attended programs at vocational-technical or trade schools. Additionally, 4.3% participated in some type of employer training program and 2.4% pursued a high school completion degree (or GED program).

22. Employment Type Employment
Turning to post-secondary employment, more than two-thirds of respondents (69.2%) had been employed since high school. The primary form of employment among a significant majority (80.6%) was with a company or business. The next highest employment sector was a family business (among 7.0%), followed by enlistment in the military (among 3.9%). About 1.3% reported that they were self-employed; 1.0% indicated that they had worked in a supported employment setting, and 0.6% reported that they worked in sheltered employment. These results are shown in Figure 5.
Among those that have worked, 90.2% have worked at least 90 days since leaving high school. Further, 84.4% work at least 20 hours per week and 91.4% make at least minimum wage. This means that a significant percentage of those that are working can are considered to be competitively employed.