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In discussing the transition planning process, former students were asked whether someone from their school helped them plan what they would do in the future after leaving school. Since this discussion is required to happen at least annually as part of the IEP planning process over a five- to seven-year period, the expected response is that all special education students would say that such planning occurred. A follow-up question asked former students how helpful they found the planning activity: i.e., a lot, a little or not at all.

• When former special education students from the Big Five Cities reported that planning for transition was helpful, the data indicate the following transition results: (1) more successful diploma completions; (2) lower drop out rate; (3) a higher rate of successful transitions to postsecondary education, employment or day program alternatives; and, (4) more frequent connections to adult services. See Figure 8.

• When former special education students were asked how well high school prepared them for critical community living, working and postsecondary education tasks, they consistently reported feeling less well prepared than did the reference group. The data show that, with helpful planning for transition, special education students felt better prepared for community living, employment and postsecondary education. See Figures 9a, 9b and 9c.

• There were differences across the Big Five Cities in how often students successfully transitioned to postsecondary education, employment or day program alternatives. The transitioning process in Rochester and Yonkers appeared to have particular strengths in assisting students to transition to employment, while in New York City and Syracuse there appeared to be strengths in transitioning students to postsecondary education. See Figure 10.

• There were differences across cities in the degree to which former students reported that planning for transition was helpful. In Figure 11, the part of the column above the line indicates that planning for transition was helpful. The parts of the column below the line indicate either that planning for transition was received but not helpful or was not received at all.

Findings from the Big Five Cities are consistent with findings from the 1996 statewide survey in that: (a) there is a 20 percent gap between the successful transitions made by former special education students and the reference group of general education students; (b) many fewer special education students transition to college programs full-time; and, (c) fewer special education students participate in career preparation while more remain looking for work. (See Attachment I)

Critical issues for the Big Five Cities include the following:

• There are major differences across the Big Five Cities in terms of the types of transitions achieved and the availability and helpfulness of transition planning and services.

• Travelling independently is a problem for 11 percent of the students in all cities in spite of the availability of transportation.

• More career preparation opportunities could help to improve employment transitions.

• There is less than expected involvement with Independent Living Centers (2 percent) and with vocational rehabilitation services (23 percent). There is special concern for former students who are still looking for work.

• An emerging issue is that students with disabilities do not feel well prepared to use computers and technology at work (37 percent), home (41 percent) and in postsecondary settings (57 percent). Labor market projections from the Federal Bureau of Labor Statistics indicate that the fastest growing, highest paid jobs in the year 2006 will be in the professional occupations that require computer literacy 60 percent of the time. The proportion of all occupations using computers as a basic work tool has doubled during the past decade and is expected to continue to grow.

• Minority students with disabilities reported that planning for transition was helpful to them to the same degree as did other students with disabilities. Sixty percent of Black students, 62 percent of Hispanic students and 58 percent of all other students reported that planning for transition was helpful.

• However, Black and Hispanic former special education students more often are still looking for employment (23 percent and 17 percent, respectively, versus 12 percent for all other special education students). This is consistent with national employment figures that show greater unemployment rates for minority individuals with disabilities. Discussion of this issue will be included in next month's report.

Next month, the Board of Regents will discuss policy recommendations in relation to these findings and related data. The outcome of the discussion will be to improve the availability and quality of transition planning and services statewide. It will address identified gaps in the Big Five Cities and statewide and the establishment of closer working relationships between special education and vocational rehabilitation services.

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