The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully intertwined persuasive writing with self-determination instruction to improve students' writing and self-determination skills. Emphasis was given to teaching students how persuasive writing can be used to self-advocate for needs and wants. The Self-Regulated Strategy Development (SRSD) model of writing instruction was examined with a multiple-probe-across-participants design to evaluate the instructional effects. Instruction was provided 4 days per week, 40 min per session, for 14 to 23 days. Visual analyses indicated level changes and a functional relation between the SRSD/self-determination instruction and students' writing skills. Students' essays increased for number of words written, transition words, number of essay parts, and overall quality. Furthermore, students' self-determination perceptions and knowledge as well as writing self-efficacy significantly increased as a result of instruction. Teachers implemented the intervention with high degrees of fidelity. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results.

Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on "what works" for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with longterm outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered.

The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and reform initiatives, state and local education agencies have to consider how students with disabilities and secondary transition will be affected. The purpose of this article is to provide an overview of secondary transition evidence-based practices and predictors of postschool success for student with disabilities. Implications for policymakers related to improving secondary transition programs and practices at federal, state, and local levels are discussed.

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