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Abstract

This study examined how states’ maximum age criteria for receiving special education services were associated with subsequent outcomes of students with intellectual disabilities. These outcomes were all related specifically to exiting special education, including a high school diploma (regular or alternate, such as an industry credential), certificate of attendance, or dropping out. Section 618 data were utilized to examine this association, which is required to be collected via the Individuals with Disabilities Education Act (IDEA). The results of this study indicate that an increase in states’ maximum age criteria was associated with an increased percentage of diplomas but also increased percentage of drop outs as there was more opportunity for students to drop out versus age out. There was no association between an increase in states’ maximum age criteria and the percentage of students who reached with the maximum age (aged out) without a diploma or certificate, which was not surprising given that many of the students who typically reach their state’s maximum age criteria may have the most severe or highest need for supports. States should consider increasing their maximum age for special education services, at least for students with intellectual and developmental disabilities.

Keywords

law legal issues policy transition

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State Maximum Age for Special Education Services and Outcomes for Students With Intellectual Disabilities

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