School-to-Work Components That Predict Postschool Success for Students with and without Disabilities

Abstract

This article examines recent efforts to improve the school-to-work transition process for all students. This study examined the extent to which the instructional components and skill outcomes associated with school-to-work programs actually predict better postschool outcomes for students with and without disabilities. Findings provide general support for the school-based and work-based instructional components envisioned as part of a comprehensive school-to-work program—-particularly an emphasis on academic skills, work experience while in school, and continuing support for 1 year postschool. Recommendations emphasize building school-to-work programs for all students in a manner that serves each student equally well.