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This postschool outcome study was conducted in collaboration with transition coordinators at four local education agencies to evaluate the utilization and effectiveness of their school district's secondary education programs and transition services. By means of a phone and record review survey, adapted from one developed by the Ohio systems change project for transition, data were collected on 140 randomly selected special education graduates who were one and three years post graduation. A logistic regression analysis showed that vocational education, work study participation, attending a rural school, and having a learning disability were the best predictors of full-time employment after graduation, whereas participation in regular academics and attending a suburban school setting were the best predictors of postsecondary education. The transition coordinators recorded the amount of time it took to complete the surveys for their graduates and participated in the evaluation of their data. It took longer for urban students and students who were further from graduation to complete the followup surveys.The Individuals with Disabilities Education Act (IDEA) initiated the requirement that public schools develop a transition plan for students with individual education programs (IEPs) aged 16 or older, or younger if appropriate [20 U.S.C. § 1414 (d) (1 ) (A) (vii) (III) ] . This mandate largely stemmed from research in the 1980s showing that young adults with disabilities were experiencing poor postschool integration, high dropout rates, high unemployment, low rates of postsecondary education, and lowquality independent living and community participation outcomes

This study examines two advertising strategies— documentation and visualization—on several measures of ad effectiveness across two different types of service offerings (utilitarian and hedonic). For both service types, a visualization strategy was found to have a positive effect on informativeness, perceived quality, and likelihood of use (but had no effect on uniqueness). As expected, the documentation strategy had a positive effect on all of the dependent measures within the hedonic service environment but had no effect in the utilitarian setting. This is consistent with dual processing theories and suggests that individuals are more attentive to various forms of documentary information (e.g., statistics, figures, charts, testimonials, comparisons) when the service offering provides hedonic value.

This study examined the outcomes of 409 students with mental retardation or multiple disabilities from 177 school districts in a Great Lakes state. These students with intellectual disabilities were interviewed at exit and 1 year following graduation. The authors developed and tested three regression models-two to predict full-time employment and one to predict college enrollment after graduation. Although inclusion was a significant predictor of postsecondary education, career and technical education and work study programs did not reach significance as predictors of postschool employment. For these students, gender and minority issues contributed to most of the variance. These findings point to the need for more holistic career and technical education and work study models for these students.