Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes

Abstract

Multiple factors influence a student's success in high school graduation. Individual factors such as disability, racial or ethnic identity, and gender may result in inequity in the school environment, interfering with learning and possibly leading to poorer educational outcomes. This secondary analysis of student educational records (N = 3,782) from 2008–2018 tested the associations among the disability, racial or ethnic identity, gender, and 5^th grade attendance on high school attendance and graduation. Linear and logistic regression analysis identified students without a disability had a 40% greater chance of graduation (AOR = 1.4 [95% CI = 1.15, 1.71]) than those with a disability. Students identifying as Black, Hispanic, or Native American had half the odds of graduating compared to White students. When controlling for 9^th grade attendance, these disparities decreased. Attendance in 5^th grade, disability, and racial and ethnic identity influenced attendance, being on track to graduate, and high school graduation.

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