This report uses data from the National Longitudinal Transition Study of Special Education Students (NLTS) to examine four dimensions of school performance: (1) student engagement in their education, as measured by the average number of days of school missed in a year; (2) student learning, as indicated by their grade point averages, receipt of failing grades, and teacher-reported reading and mathematics grade levels; (3) in-class behavior, as measured by teacher reports of students' attention to educational tasks and the appropriateness of their behavior in class; and (4) school completion, as measured by whether students persisted in school or dropped out. After an overview chapter, Chapter 2 summarizes aspects of the NLTS data, sample, and analytic techniques. Chapter 3 presents descriptive information on secondary school performance. Chapter 4 discusses the hypothesized relationships between selected indicators of school performance and various characteristics of students with disabilities, their households, their school programs, and their school characteristics that are illustrated in the NLTS conceptual framework. The subsequent chapter presents the results of multivariate analyses that identify the relationships between selected performance indicators and factors hypothesized to contribute to them. The concluding chapter summarizes findings. Supplemental statistical tables are appended. References accompany each chapter. (DB)