Project Activities
Research question
- Was instruction in self-determination skills and how to apply them to transition planning effective in improving the intermediate and post-school outcomes of students with disabilities?
- Was offering individual mentoring along with self-determination skill instruction effective?
- What was the added benefit and cost of providing individual mentoring support?
Structured Abstract
Design
The study initially piloted implementation of the strategies in spring and summer 2024 with a small number of instructors and students in three schools across two districts. Beginning in school year 2024–2025, approximately 2,000 high school students with an individualized education program who are two years from expected graduation were recruited from 62 schools across 13 districts. They were randomly assigned to receive either one of the study's transition support strategies or continue with the regular transition supports they would typically receive from their school. Training for instructors on how to implement the study's transition support strategies and students' participation in the strategies was to both occur over two years, 2024–2025 and 2025–2026. Data collection was to include (1) student surveys and student records to estimate intermediate outcomes, (2) administrative records on postsecondary school participation and employment to estimate longer term outcomes, and (3) documentation of strategy implementation.
People and institutions involved
IES program contact(s)
Products and publications
The contract for this study was canceled in February 2025. NCEE is evaluating what publications, if any, may arise from this work.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
