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Indicator 14 is a federal accountability initiative that attempts to generate data on the outcomes of students with disabilities 1 year after leaving high school. Currently, there are only two areas, postsecondary education/training and employment, mandated for examination. Ultimately, the data are used to develop specific goals for 6-year State Performance Plans. This study reports the variability of the data collection instruments in areas of inquiry and number of items in the instruments of all 50 states. Commentary is made regarding the positive and negative aspects as well as missed opportunities in the data collection process for Indicator 14.

Indicator 14: Post-School Outcomes are assessed each year by every school district in every state to evaluate outcomes for all students with disabilities, including learning disabilities, beyond secondary school. Data collection is mandated to focus on post-secondary education and employment status just after leaving school-age programs. Some states focus on the mandated areas of the directive, while others query additional areas of post-school adjustment. Data trends are used to update and improve State Performance Plans (SPPs) and are submitted to the U. S. Department of Education. There is wide variability in what areas of adjustment are measured and how they are measured. A content analysis is presented of state data collection protocols within the conceptual frameworks of life skills functioning. Recommendations pertaining to a larger sub-set of the data, students with learning disabilities, to improve data usage are included.

The impact of employment laws pertaining to individuals with learning disabilities in Canada and dyslexia in the UK were investigated via the extant research literature. Currently, there is very little research in this area despite Canada and the UK having laws in effect for decades. Surprisingly, their laws have been revamped despite an absence of data that measures impact and effectiveness. This finding is not unlike the Americans with Disabilities Act, reauthorized as the Americans with Disabilities Act Amendments in 2008, without substantive research to guide legal policies and practices going forward. Investigation in this area is needed to seek the positive and negative effects of legislation on those with learning disabilities in Canada and dyslexia in the UK, a high incidence population that finds most employment opportunities in competitive employment.

The Americans with Disabilities Act of 1990 (ADA) and its amendments have been in existence for a little more than twenty years. Title One, which pertains to employment, has had a bearing on employment for persons with disabilities, particularly the high incidence category of learning disabilities, who for the most part work in competitive employment settings. This article examines two data sets--the research on employment of individuals with learning disabilities before and in the ADA era. Analysis shows that with the extant research, it is difficult to conclude that the ADA has made a significant impact thus far, despite testimonials of success in employment settings since its inception. Suggestions are included on how to pursue research in this area. (Contains 2 tables.)