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An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities

University of Kansas, aerickson{at}ku.edu

Jeannie Kleinhammer-Tramill

University of South Florida

Martha L. Thurlow

National Center on Educational Outcomes, University of Minnesota

Nontraditional high school completion or exit documents are becoming increasingly publicized as more states adopt testing requirements for graduation. Research has shown that students who do not graduate from high school with a standard/traditional diploma often experience negative consequences, such as (a) limited admission into college or the military, (b) ineligibility for federal financial aid for postsecondary training, and (c) denial of employment opportunities (Bowers, 2004; Johnson & Thurlow, 2003; Zafft, Hart, & Zimbrich, 2004). Although research is beginning to explore the diploma options available in each state, there is a paucity of research surrounding students who receive nontraditional completion certificates. This study examined the relationship between alternative high school completion documents and graduation testing. Using preexisting data sets from the U.S. Department of Education, Office of Special Education Programs, this study profiled students with disabilities in the United States who earn nontraditional exit certificates in contrast to those who earn standard diplomas. Understanding how students with disabilities exit public education will lead to assessment of the impact each exit option has on students' postschool outcomes and the implications for society as a whole.

Journal of Disability Policy Studies, Vol. 18, No. 2, 117-128 (2007)
DOI: 10.1177/10442073070180020201


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