Project Activities
The researchers will use an iterative instrument development process to collect data from the three cohorts of students, teachers, and parents using the different versions of the Transition Success Assessment. Using an initial set of pilot data from target users, the Transition Success Assessment will be revised and piloted with a second set of users. In the third and fourth years, the instrument will be piloted with a much larger sample of users (4,250 students, parents, and teachers) to provide sufficient data to establish the internal consistency of scores, the agreement of scores across the three versions, and the utility of the measures for predicting school and postschool outcomes.
Structured Abstract
Setting
The research will be conducted in secondary schools in Oklahoma, Arkansas, Colorado, and New Mexico.
Sample
Participants include transition age secondary students with disabilities, their parents, and teachers. Approximately 9,000 participants will be involved across the three phases of the research project.
Intervention
There is no specific intervention under development in this project.
Research design and methods
The project has three distinct phases of assessment development and validation activities. During the first phase, 840 participants will complete the Transition Success Assessment and item response theory will be used to analyze data. Also, confirmatory factor analytic techniques will be used to establish construct validity of the three forms of the Transition Success Assessment. During the second phase, another 840 participants will complete revised versions of the Transition Success Assessment with data being analyzed using item response theory and confirmatory factor analysis. During the final phase, approximately 4,250 participants will complete the three Transition Success Assessment versions to establish the internal consistency and reliability of scores, establish inter-rater agreement of scores using similar items on the three forms, and assess the extent to which the factors of the Transition Success Assessment predict school and postschool outcomes and eliminate factors that do not contribute to predictive validity.
Control condition
There is no control condition.
Key measures
The researchers will use the student, parent, and teacher versions of the AIR Self-Determination Assessment to explore construct validity of the Transition Success Assessment. The researchers will also collect data on attendance, disciplinary records, graduation, grade point average, employment, and postsecondary education outcomes as part of development and validation activities for the Transition Success Assessment.
Data analytic strategy
The researchers will employ graded response IRT modeling for item development and data analysis. Correlations will be calculated between the factors of the Transition Success Assessment and the AIR Self-Determination Scale. Correlation coefficients will also be investigated to determine the degree of test-retest reliability and inter-rater agreement. Multivariate regression analyses will be used to assess predictive validity. Hierarchical linear modeling will be used to conduct cluster evaluations.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this study include fully developed student, teacher, and parent versions of the Transition Success Assessment, data for reliability and validity, and publications and presentations.
Pham, Y. K. (2012). An exploratory survey of transition teaching practices: Results from a national sample. Career Development and Transition for Exceptional Individuals, 36, 163-173. doi: 10.1177/2165143412464516
McConnell, A. E., Martin, J. E., Juan, C. Y., Hennessey, M. N., Terry, R., El-Kazimi, N., Pannells, T., & Willis, D. (2013). Identifying non-academic behaviors associated with post-school employment and education. Career Development and Transition for Exceptional Individuals, 36, 174-187.
McConnell, A. E., Martin, J. E., & Hennessey, M. N. (in press). Indicators of postsecondary employment and education for youth with disabilities in relation to GPA and general education. Remedial and Special Education. doi:10.1177/0741932515583497
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
