Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Jenny Yang

Second Advisor

Joan Birringer-Haig

Third Advisor

Seokhee Cho

Abstract

This study used a non-experiment, ex post facto design analysis of survey responses to examine the difference between school districts that met and did not meet New York State: State performance plan Indicator 13- secondary transition; and Indicator 14 - post-school outcomes in special education providers’ self-reported use of evidence-based practices (EBP). A total of 37 respondents across four school districts in Long Island participated in completing the forty-six-question survey created by Mazzotti and Plotner (2014). The survey examines the relationship between transition service providers and the utility of EBP and the relationship to the school district’s compliance with Indicators 13 and 14 of the New York State Performance Plan/Annual Performance Report (SPP/APR). Descriptive statistics and Welch’s t-tests were conducted to examine the hypotheses. The overall findings of this study revealed that special education providers’ self-reported use of EBP did not show a statistically significant difference between school districts that met compliance to Indicators 13 and 14 and those that did not. Two subscale EBPs showed statistical significance, dropout prevention, and data-based decision-making for Indicator 13. All other subscales for Indicator 13 and all EBP subscales for Indicator 14 did not show significance when comparing schools that met SPP/APR Indicator criteria. Recommendations to foster evidence-based practices among special education providers in schools contribute to favorable post-secondary outcomes for students with disabilities.

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