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.

This longitudinal transition study was conducted in collaboration with teachers who interviewed students who graduated from 177 school districts in a Great Lakes state. Special education students were interviewed at exit and 1 year following graduation using a survey based on the National Longitudinal Transition Study. The data were analyzed using logistic regression models that controlled for gender, minority status, and level of disability. The authors developed and tested three regression models: two to predict full-time employment and one to predict college enrollment. Students who graduated from career and technical education and work study programs were more likely to enter full-time employment after graduation, but this relationship was influenced by gender, minority status, and disability. Students who participated in mainstream academics were much more likely to be enrolled in full-time college after graduation, but this relationship was influenced by level of disability.

The researchers examined whether three predictors of post-school employment outcomes identified by the National Secondary Transition Technical Assistance Center (NSTTA C, 20 J 3) remained significant for five subgroups of students with: (a) learning disabilities, (b) intellectual disabilities, (c) multiple disabilities, (d) emotional disabilities, and (e) other health impairments. The three predictors used in this study were: (a) vocational (career and technical) education, (b) work study, and (c) school-supervised community work while in high school. The researchers conducted a secondary analysis on a sample of5,307 youth with disabilities, of which 4,952 fell into one of the five disability subgroups used in this analysis. The authors found that competitive employment after graduation was predicted by career and technical education and work-study for students with other health impairments and learning disabilities and by school-supervised work experiences for students with multiple disabilities.

This study undertook a five-month quantitative investigation into the ways in which a "lived-in" model to teacher education supported the learning of thirty-nine 10th grade students. For over sixteen weeks, forty-six teacher candidates across two subject areas (Social Studies and Language Arts) mentored, tutored, and taught two periods of 10th grade high school students. Under the supervision of their methods professor and a cooperating teacher, teacher candidates planned and implemented rigorous and individualized instructional units. In order to better understand any relationship between 10th graders receiving treatment under this model (n = 39) and their academic performance, all 10th grade students (n = 236) were surveyed three times throughout the semester. Furthermore, the beginning and end of semester GPA of all 10th grade students were monitored. Findings include 10th graders participating in the "lived-in model" demonstrating statistically significant gains in attitudes toward school and improved academic progress when compared with those 10th graders not participating. Implications of these findings are discussed in relation to teacher preparation programs partnering with area schools to better meet the needs of both teacher candidates and secondary students.

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