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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