The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Predictors of Post-School Success: A Systematic Review of NLTS2 Secondary Analyses
Abstract
The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study–2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the existing in-school predictors of post-school success, and (c) identify any new in-school predictors of post-school success for youth with disabilities. Based on the results of this systematic review, results of the analysis added additional evidence to nine of the Test et al.’s predictors further expanding the literature base to support evidence-based predictors of post-school success. Limitations and implications for research and practice are discussed.
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“While a meta-analysis noted that students with disabilities performed better when involved in inclusive classrooms, few studies were included, and these had variable sample sizes, with small percentages of students with IDs (e.g., 12.38%) [57].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [57]
In the citing paper
“The areas of skill development that support effective transition to adulthood include training in independent living skills, self-determination, social skills and work experience [55][56][57].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [57]
In the citing paper
“but long-term outcomes for students with ID are often predicated on educational experiences that support vocational and independent living skills.”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [57]
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Metadata
- Authors
- Mazzotti, V. L., Rowe, D. A., Sinclair, J., Poppen, M., Woods, W. E., & Shearer, M. L.
- Affiliations
- University of Oregon (US)
- Washington State University (US)
- Corresponding author
- Mazzotti, Valerie L.
- Venue
- Career Development and Transition for Exceptional Individuals
- Publisher
- SAGE Publications
- Published
- 2016-07-24
- Volume
- 39
- Issue
- 4
- Pages
- 196-215
- ISSN
- 2165-1434 (ISSN-L)
- 2165-1442
- OpenAlex
- W2228684179
- Cited by
- 276
- References
- 25
- Citations by year
- 2026: 16 · 2025: 27 · 2024: 23 · 2023: 21 · 2022: 39 · 2021: 40 · 2020: 39 · 2019: 16 · 2018: 32 · 2017: 14 · 2016: 7
- FWCI
- 51.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Career Development and Transition for Exceptional Individuals (publishedVersion)
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
- Keywords
- youth with disabilities, coming of age, National Longitudinal Transition Study-2, secondary analysis, career outcomes, special education
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