In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.

在这项研究中，我们研究了中学过渡保真度评估（STFA）的结构有效性，该评估是中学通过研究证明的课程和实践对所有学生，包括处于危险中的学生的有意义的大学和职业成就的使用，残障人士或残障人士，以及来自不同背景的学生。根据国家过渡技术援助中心和特殊儿童理事会职业发展与过渡部门认可的基于证据的做法，该工具的开发和完善过程是反复进行的，涉及收集利益相关者的反馈意见和试点测试。全国教育工作者样本的回应（N= 1,515）进行了探索性因素分析，得出了五个可衡量的因素：（a）青少年参与度（b）包容性和分层教学，（c）学校与家庭合作，（d）地区与社区合作以及（e）专业能力。对5因子模型进行了验证性因子分析，得出了良好的模型拟合度。基于地理区域的不变性检验加强了有效性证据，并显示了在实施基于证据的过渡服务方面的高度可变性。调查结果突出表明，需要始终如一地，有规律地使用强有力的自我评估逼真度的过渡服务实施措施，以支持所有学生向大学和职业的过渡。