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The goal of this project is to explore and compare critical aspects of two transition approaches, a college-based transition experience and a conventional high-school or community-based transition experience, and examine the associations between involvement in those programs and student employment outcomes for students with intellectual disability and/or autism (ID/A). Researchers will conduct secondary data analyses on two data sets; (1) the National Longitudinal Transition Study 2012 (NLTS: 2012), a nationally representative dataset of students with disabilities, and (2) the Transition and Postsecondary Education Programs for Students with ID (TPSID), a dataset of federally-funded model demonstration comprehensive transition and postsecondary programs. Analyses will be conducted in three phases. Phase I will use NLTS 2012 to explore current data on transition services received by youth with ID/A and preparedness for college and career. Phase II will use TPSID to explore the transition experiences of youth with ID/A who attend college-based transition programs and preparation for employment. Phase III will use both datasets to compare the transition experiences of youth in college-based transition programs to those receiving conventional transition services. The products of the project will include a description and comparison of transition services offered through two transition approaches and evidence of associations between involvement in those programs and student employment outcomes for students with intellectual disability and/or autism (ID/A). This project will result in peer-reviewed publications and presentations as well as additional dissemination products that reach education stakeholders such as practitioners and policymakers
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