This study used direct assessments of language arts, mathematics and independent functioning, as well as parent interviews and teacher and youth surveys to identify factors associated with the achievement and employment of students with and without disabilities. For students with disabilities, the significant achievement predictors were parental involvement and support, instruction, student engagement, and support for and difficulty of school work. There were no significant predictors of achievement for students without disabilities. The significant predictors of employment for students with disabilities were parent expectations, teachers' levels of education, students' school experiences and school programs. The significant predictors of employment for students without disabilities were levels of social interactions with friends, insurance benefits, money skills, types of instruction and types of pre employment preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]