{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T17:01:26Z","timestamp":1792688486006,"version":"4.5.0"},"reference-count":47,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2022,2,10]],"date-time":"2022-02-10T00:00:00Z","timestamp":1644451200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["The Journal of School Nursing"],"published-print":{"date-parts":[[2024,6]]},"abstract":"<jats:p>\n                    Multiple factors influence a student's success in high school graduation. Individual factors such as disability, racial or ethnic identity, and gender may result in inequity in the school environment, interfering with learning and possibly leading to poorer educational outcomes. This secondary analysis of student educational records (N\u2009=\u20093,782) from 2008\u20132018 tested the associations among the disability, racial or ethnic identity, gender, and 5\n                    <jats:sup>th<\/jats:sup>\n                    grade attendance on high school attendance and graduation. Linear and logistic regression analysis identified\n                    <jats:bold>s<\/jats:bold>\n                    tudents without a disability had a 40% greater chance of graduation (AOR\u2009=\u20091.4 [95% CI\u2009=\u20091.15, 1.71]) than those with a disability. Students identifying as Black, Hispanic, or Native American had half the odds of graduating compared to White students. When controlling for 9\n                    <jats:sup>th<\/jats:sup>\n                    grade attendance, these disparities decreased. Attendance in 5\n                    <jats:sup>th<\/jats:sup>\n                    grade, disability, and racial and ethnic identity influenced attendance, being on track to graduate, and high school graduation.\n                  <\/jats:p>","DOI":"10.1177\/10598405221078989","type":"journal-article","created":{"date-parts":[[2022,2,10]],"date-time":"2022-02-10T04:39:52Z","timestamp":1644467992000},"page":"266-274","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":11,"title":["Disparities in High School Graduation by Identity and Disability Using Intermediate and Long-Term Educational Outcomes"],"prefix":"10.1177","volume":"40","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8465-0048","authenticated-orcid":false,"given":"Claire","family":"McKinley Yoder","sequence":"first","affiliation":[{"name":"University of Portland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mary Ann","family":"Cantrell","sequence":"additional","affiliation":[{"name":"M. Louise Fitzpatrick College of Nursing"},{"name":"Villanova University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Janice L.","family":"Hinkle","sequence":"additional","affiliation":[{"name":"M. Louise Fitzpatrick College of Nursing"},{"name":"Villanova University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2022,2,10]]},"reference":[{"key":"e_1_3_2_2_1","unstructured":"Americans With Disabilities Act Title II and Title III regulations to implement ADA Amendments Act of 2008 Pub. L. No. 110\u2013325 35.108 35 53226 (2016). https:\/\/www.govinfo.gov\/content\/pkg\/FR-2016-08-11\/pdf\/2016-17417.pdf"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/1059840520972003"},{"key":"e_1_3_2_4_1","first-page":"1","article-title":"Building a grad nation: progress and challenge in ending the high school dropout epidemic","author":"Balfanz R.","year":"2014","unstructured":"Balfanz R., Bridgeland J. 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