This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants included 1,219 individuals from 49 school districts, across nine states. Analysis of Pearson product-moment correlation coefficients indicated weak to no relations among variables with the exception of persistence and core GPA. Neither student GPA nor time in the general education setting accounted for meaningful variance in TAGG scores, suggesting the TAGG measures behaviors different from GPA and educational placement. Only scores provided by educators yielded a moderate correlation between core GPA and the construct of persistence. Implications for practice and future research needed are discussed.