Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities.

Young adults with disabilities often depend on linkages and supports from adult agencies to achieve high-quality adult outcomes. However, interagency collaboration has emerged as a major area of difficulty and a critical area in need of improvement for school districts throughout the United States. Based on the input of research participants from 29 high-performing districts and state-level transition coordinators from five diverse states, this article identifies 11 key strategies to enhance interagency collaboration. Results provide implications for the field of transition concerning effective methods for increasing interagency collaboration and, ultimately, improving postschool outcomes for student with disabilities.

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This study examined change in indicators of high-quality interagency collaboration after 1 year of establishing a community transition team and compared school and adult agency staff participants. The Transition Collaboration Survey was developed based on research-based indicators of collaboration, piloted, administered to school and agency participants from 16 midwestern community transition teams, and then analyzed through nonparametric statistics. Results indicated a significant increase in indicators of high-quality collaboration in domain areas of shared vision, variety of partnerships, time together, joint planning, shared leadership, structure, training together, minimizing duplication, and sustainability. School and adult agency staff increased collaboration in each domain area, with the exception of only school staff increasing administrative support.