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Counseling on Postsecondary Education Opportunities 

This section describes the pre-employment transition service (pre-ets) service of counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education (IHEs).

For information about postsecondary education and training opportunities that is more comprehensive than the pre-employment transition service, see our Postsecondary Education topic.

Career Clusters

Maximum flexibility in the career decision making process is important in the early phases of Post-Secondary Education (PSE) planning.  This includes gaining an awareness of the wide range of career pathway options and labor market realities and projections. The U.S. Department of Labor has created clusters of careers to help schools to provide instruction and monitor student experience. The following 16 broad categories encompass virtually all occupations from entry through professional levels, including those that require varying degrees of education and training, as exemplified by the sample careers within each cluster:

• Agricultural & Natural Resources
• Business and Administration
• Education and Training
• Health Science
• Human Services
• Law and Public Safety
• Government and Public Administration
• Scientific Research/ Engineering
• Arts, A/V Technology & Communications
• Architecture and Construction
• Law & Public Safety
• Hospitality & Tourism
• Information & Technology
• Manufacturing
• Retail/Wholesale Sales & Service
• Transportation, Distribution & Logistics

Choosing a career requires student exploration and planning. It is important that students connect the present to the future. It is essential for them to see how skill development and knowledge relate to future opportunities in postsecondary Education (PSE) settings and employment.

Source: U.S. Department of Labor, Bureau of Labor Statistics   (Feb., 2015).

Individualized student strategies to support a smooth transition from high school to postsecondary education (PSE) include:

• document academic accommodations
• advocate for needed accommodations & services
• identify interests, abilities,
• talents, needs, learning style preferences and goals
• promote use of executive function skills
• assist with researching career & PSE options
• promote participation in PSE preparation classes, etc.
• connect to PSE resources/ services/websites
• promote use of self-advocacy skills
• assist with application/ enrollment process
• identify financial aid options
• take career vocational assessments
• familiarize with education and vocational laws
• identify technology needs
• identify admission tests accommodations
• attend college fairs & tours
• apply for Vocational Rehabilitation services, if eligible
• provide PSE information to family members
• access services & supports from developmental/ intellectual disabilities service agency, if eligible
• Community Colleges (AA/AS degrees, certificate programs and classes)
• Universities (Public & Private)
• Career pathways related workshops/training programs
• Trade/Technical Programs at IHEs
• Military Academies, Colleges, and University Programs
• Post-Secondary programs at community colleges and Universities for students with intellectual and developmental disabilities.
• The Americans with Disabilities Act of 1990 upholds and extends the nondiscrimination mandates set forth in Section 504 of the Rehabilitation Act   of 1973 to include both public and private colleges and universities regardless of their receipt of federal financial assistance, but does contain exceptions for private clubs and religious entities.
• In addition, it is essential to the PSE planning process to learn about the special departments and/or supports available at the PSE institutions of higher learning. The college tour should include a visit to the office that oversees provision of disability services and supports, where available. This office has a variety of names depending on the PSE site, including: Special Services, Student Services, Disabled Student Services, Disability Support Services, etc. It is important to note that these services vary depending on specific offices and should be investigated as part of the fact finding efforts in deciding on a PSE institution.
• In order to receive academic adjustments as a student with a disability, the student must identify himself or herself as having a disability and needing academic adjustments. To ensure the provision of appropriate services, a student must present current and comprehensive documentation to DSS or similar administrative office. It is also important for students to be aware of and understand the privacy or confidentiality policies of the college. Generally, these records are covered under the Family Educational Rights and Privacy Act (FERPA), the federal law that protects the privacy of student education records. Source: Guidance and Career Counselor's Toolkit Guide, Advising high School Students with Disabilities on Post-Secondary Options.
• Summary of Performance (SOP): To promote easier access to needed supports after school exit, each student should leave the secondary school system with a Summary of Performance (SOP).   The SOP is required under the reauthorization of the Individuals with Disabilities Education Act of 2004. The language as stated in IDEA 2004 regarding the SOP is as follows: For a child whose eligibility under special education terminates due to graduation with a regular diploma, or due to exceeding the age of eligibility, the local education agency "shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals" §Sec. 300.305(e)(3). The Summary of Performance, with the accompanying documentation, is important to assist the student in the transition from high school to higher education, training and/or employment. This information is necessary under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act to help establish a student's eligibility for reasonable accommodations and supports in postsecondary settings. It is also useful for the Vocational Rehabilitation Comprehensive Assessment process. The information about students' current level of functioning is intended to help postsecondary institutions consider accommodations for access. Source: Wright's Law, Summary of Performance .

Key Resources

• A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
• Postsecondary Education & Training Preparation Toolkit
• Postsecondary Education topic

Resources for this Required Activity:

Curriculum options, more resources, recommended training:.

“Back to the Future” – Pre-ETS and the Five Required Services

Pre-Employment Transition Services – 5 Part Webinar Series

Resources for this required activity, guiding questions, activities, progress and outcome indicators:.

• Explore-Work.com WINTAC has worked with Employment Resources, Inc. (ERI), the University of Wisconsin-Madison, and the University of Wisconsin-Stout Vocational Rehabilitation Institute (SVRI) to design a series of web-based modules specific to the five required WIOA Pre-Employment Transition Services activities for use with students with disabilities.
• T-Folio  - A free transition portfolio tool for high school age students with disabilities, designed in Washington State through the collaboration of the Center for Change in Transition Services (CCTS) and the Division of Vocational Rehabilitation (DVR). Work-based learning experiences is one of the units in this on-line tool, and it includes lessons on informational interviews and job shadowing
• Pathways to the Future  - The West Virginia Division of Rehabilitation Services Pathways to the Future grant project has developed a  Sample Lessons to Life After High School  manual to facilitate purposeful implementation of secondary transition requirements as prompted by recent legislation and subsequent regulations of the Workforce Innovation and Opportunity Act and amendments to Section 504 of the Rehabilitation Act. It serves as a first step to formalizing guidance for West Virginia Division of Rehabilitation Services and Education professionals charged with youth transition, specifically the five required Pre-Employment Transition Services.
• Personal Competencies for College & Career Success
• National Collaborative on Workforce and Disability: This guide provides suggestions about various strategies postsecondary professionals can use to assist students in developing personal competencies that will increase their chances of success. Part I of this guide provides an overview of personal competencies that all students need for college and career success as well as additional competencies for students with disabilities. Part II describes what colleges can do to build student competencies. To obtain this publication in an alternate format please contact the Collaborative at 877-871-0744 toll free or email  [email protected] .
• Making My Way through College Making My Way through College is a guide for any student pursuing a degree or other type of credential (e.g., certification, license) at a two-year or four-year community college, college, or university. You will find information on a variety of topics relevant to preparing for and succeeding in college and transitioning from college into the world of work. Much of the information provided is relevant to all students, but the primary focus of the guide is on navigating the college experience for students with disabilities or those who think they may have a disability.
• Guidance and Career Counselors' Toolkit-Advising High School Students with Disabilities on Postsecondary options This 192 page resource contains answers to counselors' most frequently asked questions about postsecondary opportunities for students with disabilities. Students and their families are encouraged use the toolkit to help guide their transition planning for college and career. This online toolkit has been vetted by the U.S. Department of Education.
• Minnesota's Pre-ETS Toolkit with Resources  - A Resource for Providing Pre-Employment Transition Services (Pre-ETS) for Minnesota Students with Disabilities.
• Peer Supports: Focusing on the Experiences of College Students with Intellectual Disability  - Summarizes findings from a qualitative study that interviewed college students with intellectual disabilities in an attempt to determine what is known about students in inclusive postsecondary education and their experiences with peer supports.
• From the Field: Strategies on Career Development and Employment for Students with Intellectual Disability - a practical guide for college programs to support career development and employment opportunities for students.
• Federal Financial Aid or Students with Intellectual Disabilities
• Increasing Postsecondary Opportunities and Success for Students and Youth with Disabilities

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Ministry of Post-Secondary Education and Future Skills

The Ministry of Post-Secondary Education and Future Skills provides leadership and direction for post-secondary education and skills training systems in British Columbia as well as labour market information and programs.

Mental Health Counseling and Referral Service for Post-Secondary Students

Here2Talk is a new mental health counseling and referral service for post-secondary students. It offers confidential free single-session services by app, phone or online chat 24 hours a day, seven days a week.

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• Indigenous Education Programs and Initiative s Information on Indigenous post-secondary education and skills training in B.C.
• Adult Education Programs to meet the needs of adults who are not ready to enter directly into an academic or career program at the post-secondary level.
• Education Quality Assurance Learn more about Education Quality Assurance designation for quality post-secondary education.
• Emergency Support Learn about post-secondary emergency event news, planning and resources.
• International Education Learn more about opportunities for B.C. students to study abroad and students from around the world to study and work in B.C.
• Micro-credentials Learn about micro-credentials and the Framework for B.C.’s public post-secondary system.
• International professional credential recognition Learn how the B.C. government is making credential recognition for internationally trained professionals more transparent, efficient and fair.
• Post-Secondary Data Data collected from past and present students.
• Post-Secondary Funding & Accountability Government reporting, budget, capital planning, and accountability framework.
• Private Career Training Learn about private training regulations in B.C.
• B.C. Employer Training Grant A program designed to assist employers in providing skills training to new or current employees that will develop skills and certification, upgrade skills needed due to automation and enhance productivity.  Sector Labour Market Partnership Program The program provides funding for partnership-led projects that address broader sector and regional labour market issues within British Columbia's diverse economy. 
• Sexualized Violence Information and resources on how to prevent and respond to incidents of sexualized violence at post-secondary institutions.

Featured Services

• Find an Institution Information on being an informed student, prior learning assessment, and public/private post-secondary institutions.
• Search for Post-Secondary Programs Compare post-secondary programs in B.C.
• Apply for Student Financial Assistance Learn more about students loans, grants, and scholarships.
• SkilledTradesBC Everything you need to know about apprenticeship and industry training in B.C. 
• WorkBC  Committed to help British Columbians successfully navigate B.C.'s labour market. 

Honourable Lisa Beare

Minister of Post-Secondary Education and Future Skills

• Ministerial mandate letter

Parliamentary Secretary

Ravi Parmar

Parliamentary Secretary for International Credentials

• Mandate letter

Deputy Minister

Bobbi Plecas

Deputy Minister of Post-Secondary Education and Future Skills

• Deputy Ministers' Council of British Columbia

Ministry Information

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• Ministry Contacts  

The B.C. Public Service acknowledges the territories of First Nations around B.C. and is grateful to carry out our work on these lands. We acknowledge the rights, interests, priorities, and concerns of all Indigenous Peoples - First Nations, Métis, and Inuit - respecting and acknowledging their distinct cultures, histories, rights, laws, and governments.

Initial Thoughts

Perspectives & resources, what is the transition planning process for students with disabilities.

• Page 1: An Overview of Secondary Transition
• Page 2: Person-Centered Planning
• Page 3: Transition Planning

What is the school counselor’s responsibility in the transition planning process?

• Page 4: Overview of a School Counselor’s Roles for Transition
• Page 5: Transition Assessments

Page 6: Post-Secondary Preparation: Education/ Training

• Page 7: Post-Secondary Preparation: Employment
• Page 8: Post-Secondary Preparation: Independent Living
• Page 9: Referrals to Other Agencies

How can school counselors further support successful transition planning?

• Page 10: Communication and Collaboration
• Page 11: Collaborative Activities for Families
• Page 12: Communication with Community Organizations and Other Agencies
• Page 13: References & Additional Resources
• Page 14: Credits

Scheduling Courses of Study

The IEPs of transition-age students include a course of study , which contains all the courses and other educational/ training experiences a student will need to prepare him or her for post-school options. The course of study should be tied to the student’s measurable post-secondary goals. It should also be flexible, reflect the changing needs of the student, and:

• Individualize the high-school curriculum
• Specify all available electives
• Specify the courses and additional experiences planned for each subsequent grade through graduation
• Depict the grade-by-grade progression in an organized fashion

One aim of the high-school course of study is to ensure that the student has the necessary foundation to be successful. In those instances when the student wishes to pursue a college degree, the course of study can be used to augment the basic graduation requirements in order to give students a competitive edge in the college admission process.

Steps in the Higher Education Admissions Process

Higher education settings include trade and technical schools, community colleges, four-year colleges, and universities. Click on each of the links below to learn more about the steps to prepare a student to pursue a degree at an institution of higher education.

Step 1: Research Higher Education Programs (Grades 9–11)

A number of guides exist for students with disabilities that offer some direction regarding the availability of disability services at various education and training programs across the United States. While these guides are helpful starting points, changes occur frequently. Therefore, the student in transition should ask many questions of any college to get the most up-to-date information.

Step 2: Take Required Entrance Examinations (Grades 11–12)

The websites for the ACT and SAT can be found on Page 13: References and Additional Resources.

Step 3: Meet with Admissions and Financial Aid (Grade 11)

Step 4: Complete Applications (Grades 11–12)

Step 5: Identify Accommodations (Grades 11–12)

Step 6: Take School-Specific Entrance Exams (Grade 12)

Step 7: Build Independent Living Skills (Grade 12)

Accessing Informal Training

A range of more informal training options may be available, some only in metropolitan areas and others available anywhere:

• On-the-job training
• Apprenticeship programs
• Adult education, continuing education, or community education classes
• Home study courses

Transition Update – Sandra's Course of Study

Click here to view Sandra's course of study.

Courses listed in black address core curriculum credits required for high school graduation.

Courses listed in red indicate the electives that Sandra and Mr. Hunter have selected. Other course offerings may be substituted.

TRANSITION SERVICES Course of Study for Sandra

• Explain whether you think Sandra’s proposed course of study addresses her future post-school needs.
• Does this course of study address her future recreational and leisure interests? What about her community participation goal? If not, what courses would you recommend substituting?

These Grants Could Help Students With Disabilities Access Jobs, Training

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The U.S. Department of Education is investing $236 million into a perennial challenge in education: Helping young people with disabilities move from K-12 schools to post-secondary programs and the workforce.

School districts, state education and health agencies, higher education institutions, Indian tribes, and nonprofits will have a chance to compete for a slice of the funding, which aims to support innovative proposals to tackle this tricky and challenging transition.

The Education Department expects to allocate around 23 to 29 grants of $8 million to $10 million apiece, for up to five years.

While the program isn’t brand new, this is the largest pot of money that has been made available so far—the most recent round of grants allocated just under $200 million.

AI is going to improve the skill set of a worker. That gives me hope that we can diversify our workforce to include as many people as possible.

It’s also the first time that the grants can be directed to nonprofits and higher education institutions, a change made possible through congressional action.

And it’s the first time that the grants have centered in part on two particular technology-related goals: enabling people with disabilities to succeed in jobs or professions that involve the use of technology; or using or creating technologies to support people with disabilities in the workplace.

Proposals can focus on either of those technology-related priorities or they can address one or more of three other areas: helping people with disabilities who have been incarcerated or otherwise involved with the justice system transition to careers and higher education; assisting people with disabilities developed after birth in career development and post-secondary schooling; and helping “disconnected” people with disabilities—such as people from low-income families, those experiencing homelessness, or kids who were in foster care—as they enter the workforce or continue their education.

Applicants’ proposals can aim to help people with a wide range of disabilities. They include physical disabilities (such as mobility impairments or chronic health conditions), sensory difficulties (such as blindness or deafness), intellectual disabilities (such as developmental delays or cognitive challenges), and mental health conditions (such as anxiety, depression, and bipolar disorder).

Those disabilities collectively impact a significant chunk of the population. In fact, more than a quarter—26 percent—of adults live with a disability, according to data published by the Centers for Disease Control and Prevention in 2018.

And 7.1 million students ages 5 through 21 received services under the Individuals with Disabilities Education Act, the main federal law for students in special education, during the 2022-23 school year .

‘New possibilities for individuals with disabilities’

The competition was designed to “truly promote innovation in the space of rehabilitation services,” said Danté Q. Allen, the commissioner of the Rehabilitation Services Administration in the department’s Office of Special Education and Rehabilitative Services.

“There are a number of new technologies out there, like artificial intelligence, that may be opening new possibilities for individuals with disabilities to take part in jobs that were previously not seen as fitting for that individual with that particular disability,” Allen said. “I would personally love to see how those technologies can be applied in a way that would redefine what we see as opportunities for individuals with disabilities.”

Eleazar “Trey” Vasquez III, a professor at the University of Central Florida and director of its Toni Jenkins Exceptional Education Institute, sees possibilities, too. He noted that data from the Massachusetts Institute of Technology showed that when AI is used properly, it can boost worker productivity significantly.

“AI is going to improve the skill set of a worker,” he said. “That gives me hope that we can diversify our workforce to include as many people as possible.”

Applications for the grants were made available on April 9, and the department would like applicants to notify the agency of their intent to apply by April 23. Applications are due on July 8.

The department will be hosting an informational, pre-application meeting to field applicants’ questions on May 1 at 1:30 p.m. ET.

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ACE Joins National Coalition to Accelerate Adoption of Learning and Employment Records in Postsecondary Education April 17, 2024

​ACE and other national associations that represent stakeholders on college campuses have come together to address a common challenge postsecondary institutions face in adapting learning and preparing learners for employment: slow adoption of digital credentials. Too many institutions are not yet poised to respond to the increasing demand for micro-credentials, badges, and other digital credentials that learners can use as clear evidence to prospective employers of their skills, knowledge, and abilities. “AACRAO recognizes the urgent need to develop a more inclusive and effective credentialing ecosystem that empowers learners to shape their own education and career goals,” said Melanie Gottlieb, executive director of the American Association of Collegiate Registrars and Admissions Officers (AACRAO). “The launch of the LER Accelerator coalition marks a pivotal moment in higher education, as we unite to tackle the critical challenge of accelerating the adoption of Learning and Employment Records (LERs).”

“Embracing the LER approach within colleges and universities indicates a significant cultural shift, necessitating change management and communication strategies,” said ACE Assistant Vice President Michele Spires. “ACE is enthusiastic about contributing to this initiative aimed at expediting the adoption of LERs.”

The LER Accelerator coalition will increase awareness of the need for and use of digital credentials, reduce obstacles to adoption for institutions and employers, develop guidelines for implementation and application, and demonstrate successful models and examples. Funding from Walmart will enable the LER Accelerator coalition to address identified needs and challenges related to digital credential adoption in institutions, such as:

• unclear market demand for skill and competency recognition,
• perceived high administrative and technical barriers,
• disparate enterprise data systems, and
• current business models that do not support LER development.

“The adoption and acceleration of LERs have the potential to revolutionize an antiquated system that needs modernization,” shared Shawn VanDerziel, president and CEO of the National Association of Colleges and Employers (NACE). “We know from our research that employers trust credentials of any type from colleges and universities the most. This could be a game-changer for job seekers and employers if widely adopted.”

The LER Accelerator coalition will also hone in on the policies, practices, and systems that are needed to enable tracking of learning outcomes, competencies and skills, and achievements of learners. “To achieve trust and interoperability, we need a common language for learners, educators and employers to use when we talk about skills,” commented 1EdTech Vice President of Marketing and Higher Education Programs Sandra DeCastro. “By pooling the great work of the 1EdTech community and these incredible partners in the LER Accelerator, we are moving closer to achieving those goals to power learner potential.”

On their own, no single institutional stakeholder group has the power to accelerate the pace of post-secondary transformation to scale these credentials. However, through collaborating as a coalition as much as 80 percent of the resources and information needed to move LERs forward are available if taken together across these stakeholders.

The LER Accelerator coalition consists of membership groups representing the following stakeholders:

• Admissions Operations/Enrollment Management/Records & Registration  - AACRAO
• Information Technology - EDUCAUSE
• Academic/Curricular/Faculty issues – American Association of Colleges and Universities
• Online and Professional Education - UPCEA
• Career Centers and Employers - NACE
• Institutional Research – Association for Institutional Research
• Institutional Leadership - ACE
• Competency Based Education and Skills – Competency-Based Education Network
• Technology Standards and Practices - 1EdTech , Digital Credentials Consortium

The LER Accelerator will focus on the following key areas:

• Raising awareness of LERs and innovative credentials among learners, educators (e.g., faculty, co-curricular professionals) employers, and institutions.
• Advocating for policy changes that will support the development and use of LERs.
• Integrating LERs into courses and curricula, including general education programs.
• Developing resources and guidelines for institutions.
• Measuring the impact of LERs on student learning, retention, graduation, and post-graduation career success outcomes.

The LER Accelerator encourages higher education faculty, staff, leaders, and stakeholders at institutions to participate.

For more information, please contact ACE’s Sarah Cunningham .

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Post Secondary Schools: The Michigan Department of Labor and Economic Opportunity’s, Workforce Development (LEO-WD) has statutory powers, duties, functions, and responsibilities regarding the establishment and approval of non-public institutions incorporating private colleges and universities under the Michigan General Corporation Act (1931 PA 327). In addition, Proprietary schools are required to be licensed and their programs approved by LEO-WD. 

Announcements

Post secondary license search tool.

Effective March 3, 2023, a new search feature has been added. The  Post Secondary License Search tool  allows the public to search the entire list of post secondary schools requiring licensure by the Michigan Department of Labor and Economic Opportunity (LEO) - Employment & Training (E&T).

New Post Secondary School Type Decision Tree

School Types

Distance education schools - degree granting.

The  Higher Education Authorization and Distance Education Reciprocal Exchange Act (2015 PA 45)   authorizes the Michigan Department of Labor and Economic Opportunity to enter into reciprocal distance learning compacts; ensure that distance learning providers meet standards of practice; set annual fees; protect student records; and establish a student complaint system.

In-state schools that choose to participate as part of a national reciprocity agreement are authorized to provide distance education in other member states. Out-of-state schools located in states that are not a member of a national reciprocity agreement may seek authorization under this act to provide distance education to Michigan residents.

To be eligible to apply and participate, a school must be degree granting and accredited.

Please click on the following MIPSS Distance Education Authorization License User Guide  link for instructions on how to apply for a new license and or renew your existing license. 

Proprietary Schools - Trade & Career

Schools that provide training in a specific trade, occupation or vocation are required to be licensed by the PSS, in accordance with  Proprietary Schools Act, Public Act 148 of 1943 . Students attending these schools do not receive a degree but may earn a certificate of completion. 

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If you already have an account and need to login to the new system, please visit :  https://jobs.mitalent.org/signin 

If you need to create an account, please visit:   https://jobs.mitalent.org/MITC/Admin/License/Apply

Please click on the following MIPSS Proprietary Schools License User Guide  link for instructions on how to apply for a new license and or renew your existing license. 

Distance Education Schools - Non-Degree Granting

Non-degree granting proprietary or trade schools, with no physical presence in Michigan, providing distance education to Michigan residents need to be licensed under the  Proprietary Schools Act, Public Act 148 of 1943 . 

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PSS has statutory powers, duties, functions and responsibilities regarding the establishment and approval of non-public institutions incorporating private colleges and universities in accordance with  Public Act 327 of 1931,  Educational Corporations-Private College or University , Michigan General Corporation Act, MCL 450.170 to 450.177.

If you need to create an account, please visit:  https://jobs.mitalent.org/MITC/Admin/License/Apply

Please click on the following MIPSS New Educational Corporation Approval User Guide  link for instructions on how to apply for a new approval to operate a private college or university in or from Michigan.

Proprietary School Guidebook for Document Requirements

When applying for a Proprietary School license, there are numerous documents and information required to be included. The required documents also vary depending on the school type you intend to open. The Proprietary School Guidebook Document Requirements offers guidance and clarification regarding each document, along with the information that will need to be included. The guidebook also shares how to avoid common errors to help minimize mistakes and expedite the application process.

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Effective Monday, October 4, 2021, Proprietary Post Secondary Schools (PSS) has partnered with DiplomaSender to fulfill transcript requests/education verifications for closed, private schools. Please visit  DiplomaSender.com  to submit your request and make your payment on-line. This self-service website is available 24 hours per day, seven days per week. You may also reach a DiplomaSender specialist Monday through Friday, 9 a.m. to 6 p.m. Central Time at 855-313-5799.

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Post secondary license search, post secondary schools program overview, post secondary schools statement of complaint form (all schools), post secondary schools statement of complaint form instructions (all schools).

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Michigan Department of Labor & Economic Opportunity - Office of Employment & Training P.O. Box 30805 Lansing, Michigan 48933 Phone: 517-335-4000 Fax: 517-241-9846 All post secondary school inquiries should be directed to: [email protected] . Please include your school name and license number in your inquiry.

POST-SECONDARY EDUCATION

Preparing for post-secondary education  .

When planning for life after high school, a student can consider different paths. One possible path for many students is to continue learning in a post-secondary education setting.  Examples of a post-secondary education program include 4-year college or university, 2-year college, or technical trade school. More and more colleges and programs are encouraging youth with disabilities to continue their education after high school. While supports offered to students in post-secondary programs differ from supports in high school, students considering post-secondary education can still find a variety of helpful resources and services to support their continuing education.   

• To better understand the differences between  high school and college , check out this chart from Think College Transition Project at the Institute for Community Inclusion at UMass Boston.  

  To have the best postsecondary experience possible, students with disabilities should learn their rights and responsibilities and the laws that protect them. A good place to start is with a resource from the Office of Civil Rights (OCR) in the U.S. Department of Education,  

• Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities,  at this link:  https://www2.ed.gov/print/about/offices/list/ocr/transition.html   This resource explains the rights and responsibilities of students with disabilities preparing to attend postsecondary schools as well as  the responsibilities of postsecondary schools to provide academic adjustments, including auxiliary aids and services, and to ensure the school does not discriminate on the basis of disability.     
• Explore this online resource that provides information on  college support for youth with disabilities .

3.  Use the  Heath Resource Center  website that raises awareness about post-secondary options for life after high school in a college or training environment.  

Graduation  

Disability Disclosure  

Section 504 rights  

Accommodations  

Training Programs  

Inclusive Concurrent Enrollment  

Community Colleges  

Four year colleges   

Webinar on Creating a Post-Secondary Vision (1/19/2016)   

Webinar on Secondary School Basics for School Professionals given by the Massachusetts Department of Elementary and Secondary Education (DESE)   

https://www.youtube.com/watch?v=xlVQJ4n_83o  

A Comprehensive Approach to Transition  www.aucd.org/docs/publications/transition2_web.pdf  

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Fairness for Younger Generations

From: Department of Finance Canada

Backgrounder

In Budget 2024, the government is helping to restore fairness for every generation by unlocking access to post-secondary education; investing in the skills of tomorrow; and creating new opportunities for younger Canadians to get the skills they need to get good jobs.

Key Measures in Budget 2024

• Launching a bold strategy to unlock 3.87 million new homes by 2031, which includes a minimum of 2 million net new homes on top of the 1.87 million homes expected to be built anyway by 2031. Of the 2 million net new homes, the government's actions would support a minimum of 1.2 million net new homes.
• Extending increased student grants and interest-free loans at an estimated total cost of $1.1 billion this year. We have already helped 638,000 low- and middle-income students every year, on average, since 2016 to pursue their education, regardless of their background. The extension of increased grants will support 587,000 students and increased interest-free loans will support 652,000 students, with a combined $7.3 billion for the upcoming academic year. Footnote 1
• Helping students with the cost of housing by updating the formula that is used by the Canada Student Financial Assistance Program to calculate housing costs when determining financial need, to reflect the cost of housing today. This will deliver more student aid for rent to approximately 79,000 students each year at an estimated cost of $154.6 million over five years.
• Building more student housing by relaxing eligibility conditions for the removal of GST on new student residences for not-for-profit universities, public colleges, and school authorities. Building more student housing is good for young people, and makes sure there is a fair rental market for everyone by also reducing demand on existing housing supply in adjacent communities.
• Giving renters credit for on-time rental payments , by calling on banks, fintechs, credit bureaus, and landlords to allow renters to use their rent payment history to improve their credit score, making it easier to get a mortgage, and maybe even at a lower rate.
• A Canadian Renters' Bill of Rights, to be developed with provinces and territories, to help protect renters from steep rent hikes and renovictions, standardize leases, and require landlords to share rent price history with potential new tenants.
• Supporting young entrepreneurs by proposing $60 million for Futurpreneur Canada, which has already helped over 17,700 young entrepreneurs to launch more than 13,900 businesses across the country. This renewed investment will enable an estimated 6,250 additional businesses owned by young people.
• Creating more jobs for Gen Z by providing $207.6 million for the Student Work Placement Program to create more work-integrated learning opportunities for post-secondary students and help businesses attract and train skilled and trained individuals, addressing a significant challenge—finding the right talent.
• Creating 90,000 youth job placements and employment support opportunities by proposing $351.2 million to provide well-paying summer job opportunities through Canada Summer Jobs and provide job placements and employment supports through the Youth Employment and Skills Strategy.
• Launching a new Youth Mental Health Fund to ensure that younger generations have the access they need to mental health supports so that they can have a healthy start to adulthood. We are proposing an investment of $500 million to ensure youth have access to mental health supports in their community.
• Helping students acquire coding skills by advancing the next phase of CanCode, with an investment of $39.2 million. CanCode has helped over 4.5 million students—from kindergarten through grade 12—to develop coding and digital skills, priming kids for success in science, technology, engineering, and mathematics.
• Supporting after-school learning with a proposed investment of $67.5 million to help all Canadian students reach their full potential. After-school learning and supports play an important role in helping students succeed in their academic pursuits, especially for at-risk students.
• Ensuring a brighter and more prosperous future for First Nations children, youth, and communities with a proposed new investment of $1.2 billion in First Nations' kindergarten to grade 12 education and $242.7 million to increase access to post-secondary education for First Nations students.
• Supporting Indigenous communities that are reclaiming jurisdiction over child and family services, ensuring that Indigenous children and youth grow up in their communities, tied to their cultural identities, and achieve better outcomes by proposing $1.8 billion to support communities in exercising jurisdiction and $167.5 million to ensure Inuit children can access the health, social, and educational services they need, when they need them.

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Iowa’s semifinalists announced for 2024 U.S. Presidential Scholars

• Wednesday, April 17, 2024
• Headline Story

Seven outstanding Iowa high school seniors have been named as semifinalists for the 2024 U.S. Presidential Scholars program.

Six of Iowa’s selected semifinalists were recognized for overall academic accomplishments as high school seniors, and one student was selected for high achievements in career and technical education (CTE). This year’s semifinalists include:  ●    Andrew Dong, Iowa City – West High School ●    Sutra Iyer, Cedar Rapids – Linn-Mar High School ●    Caitlyn Akiko Kono, Dubuque – Dubuque Senior High School ●    Michael Y. Lee, Iowa City – West High School ●    Sarah Park, Ames – Ames High School ●    Korey L. Wells, Council Bluffs – Lewis Central High School ●    Cole W. Wessel, Long Grove – North Scott High School (CTE semifinalist)

The semifinalists were narrowed down from a field of 91 selected candidates from Iowa.

Sponsored by the U.S. Department of Education, the U.S. Presidential Scholars program honors the nation’s most distinguished high school seniors. The program was originally established in 1964 by the executive order of the President and was extended in 1979 to include recognition of high achievements in visual, creative and performing arts. In 2015, the program also recognized students who demonstrate ability and accomplishment in career and technical education.

Each year, up to 161 students across the country are named as U.S. Presidential Scholars, which is one of the highest honors for high school students. Final awardees for the 2024 U.S. Presidential Scholars program will be announced in May.

Visit the U.S. Department of Education website to learn more about the Presidential Scholars program or view the full list of semifinalists .

Many states don’t educate people sentenced to life. Now some are coming home.

Thousands of people who thought they’d die behind bars are now getting out without an education.

When Yusef Qualls-El was 17, a judge sentenced him to life behind bars. It was the mid-1990s, an era when the U.S. prison population exploded.

Thousands of minors like Qualls-El received sentences of life without parole and entered prison at an age when their peers were going to college or starting their careers. But inside, education is often reserved for those who will soon return to society. As a result, those who were seen as the least likely to get out had the fewest opportunities.

Now, as courts and lawmakers have begun to rethink extreme sentencing policies for young people, thousands of those sentenced to spend their lives in prison are getting out. Suddenly, people who went to prison as teenagers are being released as middle-aged men and women.

Building a living-wage career — let alone going to school — often seems out of reach for people like Qualls-El, a 44-year-old with a criminal history and no formal education beyond a GED.

After he was resentenced in 2022, Qualls-El was still told no when he wanted to enroll in college. He didn’t have enough time left on his sentence to finish a degree. “I’ve spent 27-plus years plus in prison, hoping to get some sort of education, but wasn’t allowed, because of how much time I had left,” Qualls-El said on a call from prison at the end of 2022, about six months before he was released. “Now I have too little time.”

College is still something Qualls-El says he wants to do but he knows it will take some time. Before his release in June 2023, he wanted to earn a business degree to become an entrepreneur. But now, his priority is getting a job.

A recognition that kids are different

Qualls-El was convicted in 1995 of two counts of first-degree murder and sentenced to mandatory life without parole in connection to the shooting deaths of two people . He has maintained he was not the shooter, but Michigan law makes no distinction between the person who pulled the trigger and others who are present when a crime was committed. His sentence began not long after Congress passed the 1994 crime bill, which gutted most of the country’s prison education programs through the elimination of federal financial aid for incarcerated students. Although the national incarceration rate had been steadily increasing for decades, federal and state tough-on-crime policies dramatically increased the U.S. prison population.

Between 1995 and 2017, 11,600 individuals serving life without the possibility of parole were under 26 at the time of their sentence, according to a recent analysis by the Sentencing Project , a research and advocacy organization. Two-thirds were Black. And thousands more teenagers and young adults across the country were handed down sentences so long that they would die behind bars.

Things began to change as courts began to consider research that showed young people’s brains are not the same as older adults. Following a series of Supreme Court decisions between 2005 and 2016 that found juvenile life without parole was cruel and unusual, states began changing sentencing guidelines that automatically sent young people to prison for life. In 2016, the court ruled that those new guidelines should be applied retroactively, opening the door for juvenile lifers like Qualls-El to be resentenced.

Today, more than half of states have banned life sentences without the possibility of parole for people under 18. Some places, such as Washington, D.C. , and Michigan , have even begun to resentence those who were young adults when they committed their crimes. In January, Massachusetts became the first state to ban life without parole from people under 21.

While the sentencing reform means that thousands of people now have the opportunity to go before a judge, it doesn’t mean they are immediately being released, said Ashley Nellis, co-director of research at the Sentencing Project. Still, she said, policymakers need to be prepared to support this population as more people start to come home.

Limited education inside

While Qualls-El was in prison, Michigan excluded lifers from most educational opportunities. That’s not an anomaly. As of 2020, half of states imposed restrictions on participation in education based on the length of a person’s sentence , according to the Council of State Governments Justice Center.

In 2023, Michigan changed its policies to allow people with long sentences to access education following the return of Pell Grants for incarcerated people . About 130 students who are serving a sentence of life without the possibility of parole are now in college programs in the state, according to the Michigan Department of Corrections. That’s about 15 percent of the total student population inside.

But those who went to prison during the 1990s and 2000s came of age inside, missing out on key milestones. They often heard the same thing: Why should the state waste resources on educating them when they would never return to society?

As Qualls-El was trying to navigate an adult prison as a teenager, he was also trying to finish high school. But because he had no release date, he says he was always at the bottom of the waiting list.

“They didn't want to put me in school at all,” he said. “But I convinced them to allow me to take my GED.”

He scored high enough on the high school equivalency exam to pass on the first try in 1998. That was the last formal credential that he earned during his 28-year incarceration, he said, aside from a food handler’s permit that only had a year of eligibility after he got out.

He did receive a range of certificates for completing limited programming run by the corrections department on things like food technology, hospitality and management, digital literacy and “Money Smart Computer Based Instruction.” The state of Michigan also gave him a “certificate of employability” signed by the corrections department education director when he was released. The certificate is intended to “help remove the stigma associated with hiring these citizens and eliminate the risk for employers,” according to the corrections department website.

While industry-recognized credentials can help improve employment options for formerly incarcerated people, certificates issued by corrections departments can have the opposite effect : indicating applicants’ criminal histories to employers, which could limit opportunities. One study found that there were nearly 14,000 laws and regulations that can restrict people with criminal histories from getting professional licenses, which are required for jobs ranging from health care to cosmetology.

Qualls-El’s only choice was to take charge of his own intellectual development, he said. He read, wrote and published poetry, and developed his artistic skills. He participated in the University of Michigan’s Prison Creative Arts Project, which puts on public exhibitions of work by incarcerated artists.

Lifers like Qualls-El who were released after decades in prison have one of the lowest recidivism rates of any group, according to several studies. Tarika Daftary-Kapur’s research on Philadelphia, which had the country’s highest number of juvenile lifers in the country at the time of the 2016 Supreme Court ruling, found that fewer than 1.5 percent were convicted again. Overall, about 40 percent of people who are released from prison go back within three years.

There’s also a psychological effect of getting out after thinking you never would, said Daftary-Kapur, a professor of justice studies at Montclair State University.

“Many of them look at this as the second chance they never thought they were going to get,” she said. “And it’s not something that they want to give up.”

Nevertheless, there’s still a sense of loss. It’s really hard to catch up for that lost time and lost ability. “I like to say they can’t reach their full potential."

Success, she added, is about more than just not going back to prison.

The value of a degree in reentry

In the months before his release, Qualls-El wanted to enroll in a university program when he got out. But he quickly realized that balancing school and work — while also trying to rebuild his life — wasn’t realistic. Formerly incarcerated people are eight times less likely to complete college than the general public, according to the Prison Policy Initiative.

If he could have worked toward a degree during his 28 years inside, he said, he would be in a much better position to start his own business, which is his ultimate goal. It also could have eased his job search.

“There’s already a stigma attached to coming out of prison, so coming out of prison without an education limits my job prospects,” Qualls-El said. “Some of the jobs that were available to me were $11 an hour. How is a grown man supposed to support himself, really?”

For now, he’s found a promising path. After enrolling in truck driver training last fall, he earned his commercial driver’s license at the end of February.

Within two weeks, he found a job.

Charlotte West is a reporter covering the future of postsecondary education in prisons for Open Campus, a nonprofit newsroom focused on higher education. Sign up for her newsletter, College Inside.

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Normalizing Opportunity: Barriers and Supports for Successful Reentry From Incarceration 

As someone who works closely with people reentering society, and as someone who is looking ahead to his own approaching release from incarceration, I’ve seen firsthand the need to ensure that people heading home from incarceration have a real chance at successful reentry.   

Too many Americans leaving incarceration are unable to successfully reintegrate due to barriers arising from current policies and practices. Policymakers and employers have the opportunity to support successful reentry by making changes and additions to education and workforce policies.   

What Does the Data Say?  

The Bureau of Justice Statistic s estimates that of those released, around “68% ... were [rearrested] within three years, 79% within six years, and 83% within nine years.”  This low rate of success is demoralizing for those returning and for their loved ones. I have been incarcerated for nearly 26 consecutive years at the same facility. During that time, I have seen countless men come and go. When I ask why they’ve returned, the most common reason they share is that they weren’t prepared or set up for success — especially when it came to securing sustainable employment after their release.  

This is a far too common scenario for people being released. The Prison Policy Initiative found that formerly incarcerated people face an over 27% unemployment rate. This rate doesn’t reflect the high levels of underemployment or occupational segregation driven by licensure barriers and other collateral consequences . A report from the Brookings Institution and American Enterprise Institute demonstrates that having a job reduces recidivism, and that individuals are less likely to reoffend when they have stable, full-time employment.     

The data also tells us that education is the greatest tool to improve post-release employment outcomes and reduce recidivism. A meta-analysis from the RAND Corporation shows that the average 70%-80% recidivism rate drops to 50 % when a person finishes some high school while incarcerated, and that number plummets to 13.7% for an associate degree, 5.6% for a bachelor’s degree, and down to 0% for individuals who earn a master’s degree.     

How Could Policy Changes Reduce Recidivism?  

The July 2023 reinstatement of Pell Grants for incarcerated students removed one critical barrier and has the potential to seed more opportunities for incarcerated people to pursue postsecondary education as colleges and universities work to gain approval to offer Prison Education Programs. But the barriers to offering high-quality postsecondary education pathways in correctional settings remain daunting.   

In 2023, Jobs for the Future’s Center for Justice & Economic Advancement released the Normalizing Opportunity Policy Framework , which outlines actionable steps for policymakers to create sustainable economic advancement for the 70 million people with records . As Lucretia Murphy, a vice president at JFF and director of the c enter, said , “Normalizing opportunity means that all people — despite their involvement in the carceral and legal systems — have access to an array of opportunities and support structures that drive upward mobility just like any other American.”   

One important step toward normalization is to ensure that people who are incarcerated have access to the tools and technology they need to pursue education and training and catalyze employment opportunities.     

It was possible for me to pursue graduate study and to launch a career with JFF  while still incarcerated because of recent investment in technology. Investing in technology can drastically increase access to high-quality online learning opportunities from colleges and career and technical education providers.   

Technology can also open doors to sustainable employment — particularly in the age of remote work. To support access to remote internships, fellowships and quality work opportunities, policymakers could identify and remove policy barriers that prevent individuals who are currently incarcerated from accessing these opportunities.   

Given that employers are equally critical stakeholders in normalizing these opportunities, policy change can also be a productive avenue for incentivizing employers to extend opportunities to those who are currently incarcerated.   

JFF’s framework identified four key areas policymakers can use to address barriers to economic advancement:   

• Education, skills training and career navigation.  
• Employment and wealth building.
• Mobility supports: foundational supports that help people sustain employment and advance economically.   
• Essential infrastructure: attention to the systems that help people overcome barriers and navigate reentry.     

Normalizing opportunity and upward mobility for people with records won’t be easy. As the U.S. prison system, a massive, publicly funded industry, continues to operate with the same outdated policies and practices, individuals are negatively impacted by the lack of preparation for economic stability and a successful return to their communities.   

But hope can be found in the pockets of incredible work to modernize outdated policies and provide more opportunities for success, creating a more rehabilitative and fair criminal legal system. Policy solutions are a critical component of the effort to address the system that fails to enable successful reintegration and to make opportunities for people with records the norm rather than the exception.   

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