Two problems confront the school-to-work (STW) transition initiative: the quality of STW transitions and the equity with which those experiences are distributed among different student groups, including those with disabilities. In the past, the goals of equity and quality seemed to conflict. Many persons advocating increases in quality appeared to be unconcerned with equity and vice versa. The following criteria for developing STW transitions in which equity and excellence coexist have been identified: (1) access to all; (2) individualization; (3) generic problem-solving; (4) community settings; and (5) guaranteed benefits (recognized and accepted credentials authorizing entry into career opportunities or postsecondary education programs; placement or acceptance in postsecondary vocational and educational programs; placement in competitive or supported employment; and participation in continuing and adult education, adult services, and independent living in community settings). Studies have confirmed the positive effects that participation in vocational education and work experience programs have on the employment outcomes of secondary school students in special education. The identified criteria for developing/evaluating STW programs for students with disabilities can be used to design equitable STW programs emphasizing community-based training and experience. (Contains 15 references.) (MN)