The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.

本研究的目的是使用有（n = 356）和没有（n= 1,599) 来自三个州的五所高中的残疾。我们通过专家项目审查建立了内容效度，通过初始现场测试建立了结构效度，并通过将领域分数与学校学术和行为数据相关联来建立收敛效度。出现了代表学习所有权、学术参与和过程、人际参与和职业发展领域的四因素测量模型。领域分数与成绩、大学入学考试分数和出勤率显着相关。讨论了研究和实践的意义，重点是通过多层支持系统提供过渡服务。