This is a service provided by RUcore, Rutgers University Community Repository. https://rucore.libraries.rutgers.edu/rutgers-lib/47195/syndicate/rss/ Copyright 2018, Rutgers, The State University of New Jersey cmmills@libraries.rutgers.edu (RUcore Syndication Service) en-us RUcore Syndication System, v1.0 Wed, 31 Dec 1969 19:00:00 -0500 RUcore, Rutgers University Repository RSS Record Syndication https://rucore.libraries.rutgers.edu/rutgers-lib/47195/ https://doi.org/doi:10.7282/T3B859XP Teta, Sara A. Thu, 01 Jan 2015 00:00:00 -0500 There are very few published follow-up studies of high school graduates who were classified with a disability from state-approved, Non-Public School (NPS) special education programs. The purpose of this dissertation was to explore the post-school outcomes of a cohort of graduates from a college preparatory, state-approved, special education high school program in a NPS setting. The specialized program provided intensive support of the students’ pursuit of the state-standard diploma and subsequent transition to post-secondary college or university enrollment. Twenty graduates completed a post-school outcomes survey and three school professionals completed a transition self-assessment rating scale indicating the presence of evidence-based transition practices. This study was informed by the Taxonomy for Transition Programming and the post-school Quality of Life theoretical models. Results supported positive education and employment experiences: 85% of graduates received a state-standard diploma, 90% enrolled in post-secondary education programs, and half were currently employed. A majority of graduates continued to live with their parents. The graduates’ post-school community engagement experiences remained unclear. Transition practices supporting post-school community engagement were indicated as minimally present. Findings suggested the evidence-based transition practices most implemented primarily supported transition to post-school education, with several practices present to support employment and independent living experiences. The data collection process provided an initial assessment of the graduates’ post-school experiences and of the evidence-based transition practices implemented in the school setting. The findings support the school professionals’ ability to make data-based decisions to adapt the provision of secondary transition services which will improve the post-school outcomes of the graduates with disabilities from the NPS program.