The purpose of this study was to explore the evidence-based best practices in transition and accountability policy data found within the New York State Education Department's education regulation policies for students with disabilities to graduate from high school with a standard diploma. Currently, there are gaps in the literature that make the connection between the necessity of implementing evidence-based best practices transition measures in conjunction to accountability measures. It is essential for both components to work together to ensure students with disabilities are provided with the quality of transition education needed to successfully graduate from high school with standard diplomas. This thematic analysis qualitative study process of assessing policy data involved the use of the NVIVO data analysis software program with the taxonomy for transition programming 2.0 framework model and the 12 essential characteristics of accountability systems frameworks model. The data consisted of special education policy data sets accessible to the general public via the internet. This study identified the EBBP transition and accountability measures located within New York State education policy documents for SWDs to graduate with standard diplomas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]