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

This article examines how disability status, racial or ethnic identity, gender, and 5th grade attendance predict educational outcomes including 9th grade attendance, being on-track to graduate, and high school graduation in a large, diverse U.S. school district. Students with disabilities, particularly those with an Individualized Education Plan (IEP), and students identifying as Black, Hispanic, or Native American had lower attendance and graduation rates compared to their peers, though controlling for attendance reduced these disparities. The study highlights attendance as a critical factor influencing graduation and suggests that school nurse interventions targeting attendance and addressing systemic inequities may improve outcomes. It also identifies disparities in access to 504 Plans—accommodations for students with disabilities not requiring special education—especially among female and lower-income students, indicating a need for further research and advocacy.