Background: Despite federal mandates under the Workforce Innovation and Opportunity Act, the implementation of Pre-Employment Transition Services (Pre-ETS) for transition-age youth (TAY) with disabilities varies considerably. Although prior studies have explored provider preparedness and barriers, few have examined provider-reported practices and…

Higher education remains a pivotal driver of social and economic mobility, with college graduates earning significantly more over their lifetimes compared to their peers without a degree. However, the benefits of higher education remain out of reach for an increasing number of students, as enrollments decline and stopout rates climb. In recent…

This report shows how Kentucky and its campuses are faring on key performance indicators associated with the statewide strategic agenda for postsecondary education. Additionally, the report highlights activities the Kentucky Council on Postsecondary Education (CPE) is leading to advance their key priorities: (1) affordability; (2) transitions; (3)…

The aim of this study was to review and analyze studies on pre-employment transition services (pre-ETS) conducted before and after the passage of the Workforce Innovation and Opportunity Act of 2014 (WIOA) to capture decades of changes in these studies. A content analysis of literature was conducted on 95 studies on pre-ETS implemented in the…

Current workplace learning for those who work in businesses that host a Project SEARCH program (a high school transition-to-work program) is not cohesive and comprehensive enough to sufficiently promote the equity and inclusion of people with disabilities in the workforce. Consequently, young adults with disabilities may experience implicit or…

The United States military is one of the most notable developers of civilian workforce talent. Yet, approximately one third of post 9/11 veterans retain a personal narrative of military identity that they often find conflicts with civilian society--and as a result, with a civilian career. Earlier studies on veteran career transition have…

This report shows how Kentucky and its campuses are faring on key performance indicators associated with the statewide strategic agenda for postsecondary education. Additionally, the report highlights activities the Kentucky Council on Postsecondary Education (CPE) is leading to advance their key priorities: (1) affordability; (2) transitions; (3)…

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created…

Young people need clear pathways to navigate from K-12 education into careers that align with their interests, strengths, and life goals. But they often lack the information, support, and access to choose and complete postsecondary pathways that are right for them. The federal government can play an important role in bridging this gap, by…

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Ohio Department of Higher Education (ODHE) and the Ohio Department of Education and Workforce (DEW), to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state…

The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for…

The Workforce Innovation and Opportunity Act (WIOA) of 2014 requires that vocational rehabilitation (VR) agencies set aside at least 15% of their federal VR services grant funds to assist students with disabilities. These students are entitled to receiving pre-employment transition services (Pre-ETS). Pre-ETS include job exploration counseling,…

In July 2014, the Workforce Innovation and Opportunity Act (WIOA) was signed into law, amending the Rehabilitation Act of 1998 and establishing new workforce initiatives for state vocational rehabilitation (VR) agencies. The passage of WIOA led to the expansion of VR services, including the requirement to provide "pre-employment transition…

In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the…

As part of its effort to make universal prekindergarten (UPK) available to four-year-olds, California has recently expanded transitional kindergarten (TK) in its public schools. TK will be a full pre-K grade level in all districts by the 2025-26 school year. Other states that seek to broaden access to early care and education (ECE) can learn…