Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

研究表明，与没有残疾的同龄人相比，有残疾的青年人获得积极成果的可能性较小。确定校内成功后预测因素可以为教师（例如，特殊教育，通识教育，职业技术教育），管理人员，区级人员和职业康复咨询员提供信息，以设计，评估和改善过渡计划。这篇系统的文献综述的目的是研究二级过渡相关文献，以发现其他证据来支持现有的预测因素，并确定新的学业成功预测因素。结果为14个现有预测变量提供了补充证据，并确定了三个新的预测变量。讨论了研究，政策和实践的局限性和含义。