The COVID-19 pandemic impacted the delivery of services for students with disabilities. There is limited knowledge on the relationship between the transition services students received during the pandemic and their post-school outcomes. This study utilized a qualitative phenomenological design to informed by Bronfenbrenner's Ecological Systems…

Participation in Career Technical Education (CTE) programs has been proposed as a valuable strategy for supporting transition to independence among students with disabilities. We exploit a discontinuity created by admissions thresholds from a statewide system of CTE high schools. Our findings suggest attending CTE high schools has large positive…

Parent involvement during the transition planning meetings prior to graduation was aligned with real student success in post-secondary outcomes of work or education. When parents were not aware or had access to resources for supporting successful transitions, special needs students suffered, specifically of African American culture. This study…

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder impacting social interaction and communication skills. ASD can cause restrictive or repetitive behaviors, interests, and activities, with associated challenges and co-morbidities that often carry over into adulthood. These can limit opportunities for higher education, socialization,…

This STP Highlights newsletter focuses on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education, in addition to total postsecondary enrolment trends in the B.C. public postsecondary system. The Student Transitions Project (STP) has collected more than twenty years of data and is currently assembling a more…

Starting with the high school graduating Class of 2009, Success Boston has provided transition coaching to Boston Public Schools (BPS) high school graduates, many of whom are from groups traditionally underrepresented in college. In the first few years of Success Boston Coaching (SBC), the program served approximately 300 students per year. In…

The problem addressed in this study is that students with disabilities are improperly prepared for postsecondary college and career outcomes. The purpose of this qualitative single-case study was to gain insight into the experiences of current and past teachers and transition service providers of students with disabilities, specifically regarding…

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…

Considerable research has examined the personal factors and practices associated with transition-age youth with disabilities achieving higher employment rates and greater self-sufficiency as adults, but there is limited evidence on the longer-term effectiveness of these practices and services. This study examines the role of youth's use of…

This applied dissertation was designed to examine whether or not students with disabilities (SWD) were prepared for the transition from high school to employment or to postsecondary education. Numerous reports had shown that SWD were being challenged with making the transition from postsecondary school to the next stage of their life, whether that…

Individuals with severe disabilities often face significant challenges after high school. During the last years of secondary school, transition teams develop plans for individuals who are receiving special education services. Little is known about the outcomes of those efforts. In this qualitative multiple case study, the researcher examined the…

This report provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced…

Student success in postsecondary education depends on academic preparation and on having the nonacademic knowledge, skills, and behaviors to successfully navigate the demands of postsecondary study. While nonacademic competencies are important for all students, rural and high-poverty populations face unique nonacademic challenges, such as access…

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the…

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…