Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Mazzotti, Valerie L.; Rowe, Dawn A.; Kwiatek, Stephen; Voggt, Ashley; Chang, Wen H.; Fowler, Catherine H.; Poppen, Marcus; Sinclair, James; and Test, David W.. 2021. Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals. Vol.44(1). 47-64. https://doi.org/10.1177/2165143420959793 ISSN: 2165-1434
https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).