SCHOOL-TO-WORK COMPONENTS THAT PREDICT POSTSCHOOL SUCCESS FOR STUDENTS WITH AND WITHOUT DISABILITIES

This article examines recent efforts to improve the school-to-work tra nsition process for all students. This study examined the extent to wh ich the instructional components and skill outcomes associated with sc hool-to-work programs actually predict better postschool outcomes for students with and without disabilities. Findings provide general suppo rt for the school-based and work-based instructional components envisi oned as part of a comprehensive school-to-work program-particularly an emphasis on academic skills, work experience while in school, and con tinuing support for 1 year postschool. Recommendations emphasize build ing school-to-work programs for all students in a manner that serves e ach student equally well.