The purpose of this study was to identify community or school resources that predict transition compliance at the Intermediate School District level in Michigan. Transition compliance was measured through the Transition Outcomes Project, according to standards determined by the Michigan Department of Education. Data from the 2003 Transition Outcomes Project was used because the Transition Requirements Checklist aligns closely to the post school outcomes components of transition as required by the Individuals with Disabilities Education Act of 1997. Participants included the 57 Intermediate School Districts in Michigan. The dependent variable was an aggregate compliance rating created by averaging the percentage of compliant IEPs per ISD on eight select Transition Requirements Checklist items. The independent variables included demographic data, and school and community resource data per ISD. School resources included the average operating revenue per pupil and the method by which ISDs devolved PA 18 funds to local school districts and how these funds may be used to support transition services. Community resources included the jobless rate, the type of transportation available within each ISD, the number of non school agency caseworkers available to support people with disabilities, and the number of cash match agreements established between schools and non school agencies. A regression equation was used to identify predictors of compliance. No statistically significant predictors were identified. The small number of ISDs may have impacted the power of the regression model. Additional research using a larger data set, such as looking at compliance by local school district in Michigan or across more ISD units in more states, may be useful in identifying school and community resources that predict transition compliance. Future research, including examination of the content of IEPs where compliance is high and associated with positive post school outcomes, may be valuable in identifying predictors of both transition compliance and positive post school outcomes. Ultimately, to be meaningful, transition compliance must relate to improved post school outcomes for people with disabilities.
|Advisor:||Addonizio, Michael F.|
|Commitee:||Field, Sharon, Kearney, C. Philip, LaPlante-Sosnowsky, Frances|
|School:||Wayne State University|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Michigan|
|Source:||DAI-A 69/10, Dissertation Abstracts International|
|Keywords:||Compliance, Interagency collaboration, Mental health services, Post-school outcomes, Postschool outcomes, Transition, Transition compliance, Vocational rehabilitation|
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