This paper reports on an ongoing 5-year study on practices and policies that improve postschool outcomes for students with disabilities in significantly restructured high schools. Four high schools with strong internal accountability measures are subjects of an intensive longitudinal study. The schools are in both urban and smaller communities in the Northeast and Southwest and include an average of 16% of students with disabilities. A survey of staff identified postschool outcome data that would be most useful to instruction and schoolwide policy development. Educators judged the following outcomes most important: type of postsecondary education institution and program attended; college completion status; type of employment obtained; and level of job satisfaction. Six themes were identified as potential uses of this data: (1) informing current instructional practices; (2) encouraging curriculum development and change; (3) improving student preparation and learning for the "real world"; (4) initiating changes in schoolwide policy; (5) changing faculty and staff expectations and attitudes; and (6) measuring general reform effectiveness. The study's findings indicate educators in restructured high schools value the collection and use of postschool outcome data. Suggested ways to support this effort are offered. (Contains 10 references.) (DB)