Despite the benefits of parental involvement in a student's transition planning process, the reality is that parents of students with disabilities are often not adequately involved. This problem is particularly salient with regard to culturally diverse parents. The purpose of this study was to gather in-depth information about parents' experiences in the transition planning process. Nineteen African American, Asian American, European American, and Hispanic parents of 19 high school students with disabilities were interviewed by telephone regarding their knowledge and involvement in their children's transition planning process. Emergent themes included a lack of knowledge regarding transition planning, the importance of attending Individualized Education Program and transition meetings, the importance of employment, the importance of home support, and parental emotions as barriers.

Using a sample drawn from Taiwan, this study evaluated the role of mother and father involvement in adolescent academic achievement. The participants were drawn from the Taiwan Education Panel Survey (TEPS) and consisted of 8,108 adolescents who studied seventh grade in 2001. Father and mother involvement related to academic achievement was measured by four types of involvement: career plan discussion, listening to adolescent thinking, monitoring academic progress, and participation in school activities. The results indicated that mothers were more involved than fathers in education and that mother involvement had more predictive power of adolescent academic achievement.

Truancy has been identified as one of the top 10 educational problems in the United States and is considered an important predictor of later delinquent behavior. The purpose of this study was to track youth initially referred to the juvenile justice system because of truancy. Data were provided by the South Carolina Department of Juvenile Justice (SCDJJ). The sample was drawn from a cohort of 12,468 juveniles, all born in 1985. A longitudinal approach was taken to examine truancy offenders' interactions with the SCDJJ at their first and second referrals. Compared to non-truancy referrals, youth who are first referred for truancy are more likely to be European American and female and less likely to have a history of serious drug use. Furthermore, they are less likely to be referred for more serious crimes later in their youth and, if later incarcerated, experience shorter commitments. The results of the present study suggest that youth who are referred to the juvenile justice system for truancy represent a distinct group of juvenile offenders compared to youth who are referred for other offenses. Implications of these findings for policy and future research are addressed.

Using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA, this study explores the differences between the characteristics and behaviors of the first-year students with autism spectrum disorders (17) and those of students with learning disabilities (102). The findings indicate that the characteristics of these two groups of first-year college students were similar except for gender, ethnicity, first college generation, and parents’ income. Compared with first-year college students with LD, students with ASD were less likely to engage in risk-taking behaviors, use health services and the writing center.