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As previously noted, the five Pre-ETS services were drawn from three of the Guideposts to Success. Pre-ETS did not include the Guideposts on High School Preparation, Family Involvement, and Connections. However, given the importance of those practices, we consider them essential and have referenced them throughout this course. Supporting evidence for each follows.

Supporting Evidence for High School Preparation and Graduation

  • Employment prospects and lifelong earning potential are better for high school graduates (Levin H, Belfield C, Muennig P, Rouse C, 2007, and Oreopoulos P, 2007)

  • Students' lifetime wealth increases by 15% for every year of high school they complete; lifetime earnings for male and female high school graduates, respectively, are $117,000 to $322,000 and $120,000 to $244,000 higher than for high school dropouts. (Oreopoulos P., 2007)

Supporting Evidence for Family Involvement

  • Parents who report involvement at home and school, including engagement in delivering special education services and transition planning, enable youth to reach more favorable outcomes after high school (Newman, 2005; Shogren et al., 2014). GP 2

  • High expectations from families build their young adults' autonomy, leading to successful post-school outcomes, including paid work opportunities (e.g., internships or jobs) and post-secondary education (Doren, Gau, & Lindstrom, 2012). GP 2

  • Family expectations were predictive regarding paid work (Carter, Austin, & Trainor, 2012; Papay & Bambara, 2014) and the completion of postsecondary education (Chiang, Cheung, Hickson, Xiang, & Tsai, 2012; Papay & Bambara, 2014). GP-2

  • Students whose parents are not involved in their schooling are more likely to drop out of high school (Jeynes WH, 2007 and Rumberger RW, 1995).

Supporting Evidence for Connecting Activities

  • Youth with disabilities who connected with Centers for Independent Living (CILs) and other adult service agencies before they left high school improved their education and employment outcomes. (Test, Bartholomew, & Bethune, 2015)