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This systematic literature review examined CCR programs for secondary-age students with or at risk of EBD, identified 14 eligible studies, and found favorable effects in some areas but not universally. 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Behavioral Disorders  \nCareer Development and Transition for Exceptional Individuals  \n2023, Vol. 46(3) 155–168  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434221136132](DOI: 10.1177/21651434221136132)[ ](DOI: 10.1177/21651434221136132)[cdtei.sagepub.com](cdtei.sagepub.com)  \nLee Kern, PhD 1, Samantha Kelly, MEd 1, Sarah A. Rosati, MA2, Samantha Shera, MEd 1, Matthew Fluharty, BS2, Rachel Gabrilowitz, BS2, Devon Carter, PhD 1, Christopher T. H. Liang, PhD 1,  \nand Jennifer Freeman, PhD2  \nAbstract  \nU.S. federal policy recommends college and career readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described.  \nKeywords  \ncollege and career readiness, emotional and behavioral disorders, at-risk, secondary, students with disabilities  \nThe intent of school-based college and career readiness (CCR) programs is to fully prepare students for college and/ or work by teaching the knowledge and skills necessary for postsecondary success (Mishkind, 2014) . Federal policy initiatives have encouraged a focus on CCR skills for all students, particularly secondary age, and offer a promising response to dropout (U.S. Department of Education, 2010) . In fact, most states have published definitions of CCR and many high schools require a college preparatory curriculum (Mishkind, 2014) . Furthermore, Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) include a significant emphasis on CCR, as did Race to the Top (U.S. Department of Education, 2011) . More recently, the Every Student Succeeds Act (ESSA, 2015) allocated funds to support CCR.  \nWhile ensuring students are fully prepared for life after high school is critical, there are several limitations in the evolution of such programming. First, the CCR scholarship has largely focused on explicating the impact of lack of readiness on college performance and completion as well as developing education policies (e.g., Martorell & McFarlin, 2011). Second, many programs have focused exclusively on preparation for college, with limited focus on career (e.g., Tierney & Garcia, 2011) . Finally, although theoretical models of CCR have been advanced (e.g., Conley, 2010), the components of a  \ncomprehensive, effective CCR program are yet tobe described in the literature (Morningstar et al., 2017). Still, CCR is recognized as critical for all students, including those with, or at risk of, emotional and behavioral disorders (EBD). The purpose of this article was to synthesize the research to provide direction for delivering CCR interventions to students with, or at risk of, EBD, an underserved population.  \nCollege and Career Readiness Construct  \nCareer theorists have asserted that adolescence is a period in which youth should explore career pathways through structured activities and develop their vocational identity (Savickas, 2002) . However, there is a lack of consensus on the constructs that makeup CC","cbCaih7vBcQ8MNO6","https://ap.wps.com/l/cbCaih7vBcQ8MNO6","pdf",554620,14,"English","# Abstract\n# College and Career Readiness Construct\n# College and Career Readiness Programs","[{\"question\":\"What was the goal of the systematic review in this article?\",\"answer\":\"To synthesize research and provide direction for delivering CCR interventions to students with, or at risk of, emotional and behavioral disorders (EBD).\"},{\"question\":\"How many studies met the review’s inclusion criteria?\",\"answer\":\"Fourteen articles were identified as meeting the inclusion criteria after a systematic search.\"},{\"question\":\"What did the review find about the overall effectiveness of CCR programs?\",\"answer\":\"All studies showed favorable outcomes in some areas, but outcomes were not universally positive, and evaluation of study quality indicated a need for greater research rigor.\"}]","College and Career Readiness Interventions for Students With Emotional and Behavioral Disorders - Systematic Review | PDF",1792086785,35]