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This systematic literature review examines secondary transition correlational research to identify additional support for existing predictors and discover new predictors. Findings add evidence for 14 established predictors and identify three new predictors, with limits and implications for research, policy, and practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Development and Transition for Exceptional Individuals  \n2021, Vol. 44(1) 47–64  \n© Hammill Institute on Disabilities 2020  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143420959793](DOI: 10.1177/2165143420959793)[ ](DOI: 10.1177/2165143420959793)[cdtei.sagepub.com](cdtei.sagepub.com)  \nValerie L. Mazzotti, PhD 1, Dawn A. Rowe, PhD2, Stephen Kwiatek, MS 1, Ashley Voggt, PhD 1,3, Wen-Hsuan Chang, MA 1, Catherine H. Fowler, PhD 1, Marcus Poppen, PhD4, James Sinclair, PhD5, and David W. Test, PhD 1  \nAbstract  \nResearch 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 predictorsand 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.  \nKeywords  \npredictors, secondary transition, students with disabilities, correlational research, postschool outcomes  \nFrom 1987 to present, the U.S. Department of Education funded a series of National Longitudinal Transition Studies (NLTS; i.e., NLTS, NLTS2, NLTS 2012), which followed several cohorts of youth with disabilities during and after high school. Descriptive data collected by these studies provided information to help the field of secondary transition understand how in-school experiences of youth with disabilities impact their in-school and postschool outcomes. Historically, students with disabilities do not experience postschool success at the same rates as their peers without disabilities, with disparities in the areas of employment, postsecondary education, and independent living (Newman et al., 2011; Sanford et al., 2011) . These trends continue today. National data show gaps between youth with and without disabilities enrolling in higher education (National Center for Education Statistics, 2019) and attaining a bachelor’s degree (U.S. Census Bureau, 2016) . In addition, data from the U.S. Bureau of Labor Statistics (2018) indicated people with disabilities who received a bachelor’s degree were 3 times less likely to be employed, compared to people without disabilities. These outcomes, combined with other influencers (e.g., poverty, culture, marginalization), indicate many youth with disabilities are not accessing the necessary transition-related instruction and supports in school to be successful post school (Trainor et al., 2020) .  \nMultiple researchers have synthesized experimental research (i.e., group, single case) over the years to identify  \neffective practices to teach skills for secondary students with disabilities (e.g., Gilson et al., 2017; Rowe et al., in press; Test, Fowler, et al., 2009). Alimitation of this research is many of the experimental studies have not attempted to measure the impact of skill acquisition on postschool outcomes. This limitation ignited the interest in examining the correlational literature to better understand what in-school factors correlate to outcomes after high school (e.g., enrollment in postsecondary education, competitive employment, community access and integration) . Correlational research can support the field in understanding factors that influence transition program development, improvement, and evaluation (Rowe et al., 2015) .  \nRe","cbCaifcUZdyvQSu0","https://ap.wps.com/l/cbCaifcUZdyvQSu0","pdf",563170,18,"English","# Abstract\n# Background and Rationale\n# Limits of Experimental Research\n# Predictors From Prior Studies\n# Evidence From Meta-Analysis\n# Findings and Implications","[{\"question\":\"What is the purpose of the systematic literature review described in the abstract?\",\"answer\":\"To examine secondary transition correlational literature to strengthen evidence for existing predictors and identify new predictors of postschool success.\"},{\"question\":\"What did the review find regarding existing predictors?\",\"answer\":\"It provided additional evidence for 14 existing predictors of postschool success.\"},{\"question\":\"What new predictors were identified, and how are implications discussed?\",\"answer\":\"The review identified three new predictors of postschool success and discusses limitations and implications for research, policy, and practice.\"}]","Secondary Transition Predictors of Postschool Success - An Update to the Research Base | PDF",1792086492,45]