International Research Journal of Education and Technology

Despite decades of federal mandates under the Individuals with Disabilities Education Act (IDEA), postsecondary outcomes for students with disabilities remain persistently inequitable, particularly in underserved school districts. While procedural compliance with transition planning requirements is high nationwide, employment and post-school education outcomes continue to lag, revealing a critical gap between compliance and substantive effectiveness. This paper examines the structural and implementation failures that limit the impact of transition planning and argues for a national shift from compliance-driven practices toward an outcome-oriented transition quality framework. Anchored in federal monitoring mechanismsspecifically the Office of Special Education Programs (OSEP) Indicators 13 and 14this paper proposes a practical, scalable model for improving transition planning quality through measurable goals, interagency coordination, work-based learning integration, and data-informed continuous improvement. By reframing transition planning as a workforce and equity imperative rather than a procedural obligation, this paper offers school districts, state education agencies, and policymakers a roadmap for translating IDEA mandates into meaningful postsecondary success for students with disabilities.