The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study–2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the existing in-school predictors of post-school success, and (c) identify any new in-school predictors of post-school success for youth with disabilities. Based on the results of this systematic review, results of the analysis added additional evidence to nine of the Test et al.’s predictors further expanding the literature base to support evidence-based predictors of post-school success. Limitations and implications for research and practice are discussed.
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*ChiangH.CheungY. K.LiH.TsaiL. Y. (2013). Factors associated with participation in employment for high school leavers with autism. Journal of Autism and Developmental Disorders, 43, 1832–1842.
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*LombardiA.GauJ.DorenB.LindstromL. (2013). The influence of instructional setting of common core subjects on postsecondary participation. Journal of Disability Policy Studies, 24, 170–180. doi:10.1177/1044207312468766
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MazzottiV. L.RoweD. R.KelleyK. R.TestD. WFowlerC. H.KohlerP. D.KorteringL. J. (2009). Linking transition assessment and post-secondary goals: Key elements in the secondary transition planning process. Teaching Exceptional Children, 42(2), 44-51.
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*McDonnallM. C. (2011). Predictors of employment for youth with visual impairments: Findings from the second National Longitudinal Transition Study. Journal of Visual Impairment & Blindness, 105, 453–466.
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*McDonnallM. C.O’MallyJ. (2012). Characteristics of early work experiences and their association with future employment. Journal of Visual Impairment & Blindness, 106, 133–144.
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*RojewskiJ. W.LeeI. H.GreggN. (2015). Causal effects of inclusion on postsecondary education outcomes of individuals with high-incidence disabilities. Journal of Disability Policy Studies, 25, 210-219. doi:10.177/1044207313505648
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RoweD. A.AlversonC. Y.UnruhD.FowlerC.KellemsR.TestD. W. (2014). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals. Advance online publication. doi:10.1177/2165143414526429.
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ShadishW. R.CookT. D.CampbellD. T. (2001). Experimental and quasi-experimental designs for generalized causal inference (2nd ed.). Boston, MA: Houghton Mifflin.
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ShandraC.HoganD. (2008). School-to-work program participation and the post-high school employment of young adults with disabilities. Journal of Vocational Rehabilitation, 29, 117–130.
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TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL. J.KohlerP. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181.
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*WagnerM. M.NewmanL. A.JavitzH. S. (2014). The influence of family socioeconomic status on the post-high school outcomes of youth with disabilities. Career Development and Transition for Exceptional Individuals, 37, 5–17. doi:10.1177/2165143414523980
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WhiteJ.WeinerJ. S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.
