This final report concentrates on conclusions and recommendations from a three-year longitudinal study of 48 mentally retarded adults who were graduates or dropouts from senior high schools in six rural Iowa school districts during academic years 1976-1982. Using data from structured interviews, the study sought to assess social and vocational outcomes in order to consider needed curriculum and support service changes in secondary school special education programs. Among summary recommendations supported by data are the need for affective education, direct teaching of cash-credit management and leisure activities, and expanded student mainstreaming in nonacademic areas. Recognition that parenting will continue beyond graduation should be reflected in preparation programs designed specifically for parents of EMH students. A full spectrum of post-high school services such as sheltered workshops and competitive employment is recommended, as well as additional curriculum provisions that focus specifically on the post-school adjustment phase. Additional instructional and support recommendations address such areas as consumer education, work experience and work-study support services, student participation in school activities, sex education, tax preparation, and preparing employers. Both the short and long forms of the interview are included in appendices. (JW)