After spending years in a special education system that carefully spells out their rights and the services they should receive, students with disabilities often find it daunting to contemplate their next steps after high school. Should they apply to college, look for a job, or stay in the special education system until they "age out" at 21? And, if they do opt for college or work, what kinds of supports and accommodations are these students entitled to? Families must puzzle out the options for themselves. And while federal special education law requires schools to provide students with transition planning before they turn 16, parents often complain that the discussion starts too late or is too general. This report examines the transition out of K-12 schooling for students with disabilities, who account for 8.5 percent of the nation's 6- to 21-year-olds. The 2015 Diplomas Count report also includes the latest statistics on the nation's overall, on-time high school graduation rate. The news is good: 81 percent of the class of 2013-a historic high-graduated in four years, as tabulated by the Adjusted Cohort Graduation Rate. One highlight of this year's report is five profiles of young adults with a range of disabilities who are currently in the transition pipeline. They discuss their successes and disappointments and their drive to succeed. Articles in this issue include: (1) After Special Ed., Path Is Less Certain (Christina A. Samuels); (2) In College, Students Face Choice: Seek Help or Go It Alone? (Holly Yettick); (3) After K-12, Students Must Be Self-Advocates (Sarah A. Sparks); (4) For Job-Oriented Students, Work Experience Is Critical (Christina A. Samuels); (5) Discipline Policies Push Students Off College-and-Career Path (Evie Blad); (6) State Diploma Requirements Vary (Christina A. Samuels); (7) Common Core: Will Bar Rise For Students With Disabilities? (Catherine Gewertz); and (8) Graduation Rates Reach New Highs, But Gaps Remain (Holly Yettick & Sterling C. Lloyd).