Youth with autism spectrum disorder (ASD) face significant challenges in accessing postsecondary education and employment, especially in the first two years after high school. A national study found that 34.7% of youth with ASD attended college and 55.1% held paid employment within the first six years after high school. However, over 50% of those who left high school in the past two years had no participation in education or employment. Youth with ASD had the lowest rates of employment and highest rates of no participation compared to other disability categories. Higher income and functional ability were associated with higher participation in postsecondary education and employment. The study highlights the need for improved transition planning to help youth with ASD connect to productive postsecondary activities. Youth from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. The study used data from the National Longitudinal Transition Study 2 (NLTS2), a nationally representative survey of parents, guardians, and young adults with ASD. The findings suggest that postsecondary education and employment outcomes for youth with ASD are poor, especially in the first two years after high school. The study also found that income inequality and poverty rates are increasing, which may affect the lives of children with ASD. The study has limitations, including a sampling frame based on enrollment in the special education category of autism, and the use of surveys that rely on respondent information without clinical assessments. Despite these limitations, the study provides valuable insights into the challenges faced by youth with ASD and the importance of transition planning to improve their postsecondary outcomes.Youth with autism spectrum disorder (ASD) face significant challenges in accessing postsecondary education and employment, especially in the first two years after high school. A national study found that 34.7% of youth with ASD attended college and 55.1% held paid employment within the first six years after high school. However, over 50% of those who left high school in the past two years had no participation in education or employment. Youth with ASD had the lowest rates of employment and highest rates of no participation compared to other disability categories. Higher income and functional ability were associated with higher participation in postsecondary education and employment. The study highlights the need for improved transition planning to help youth with ASD connect to productive postsecondary activities. Youth from lower-income families and those with greater functional impairments are at heightened risk for poor outcomes. The study used data from the National Longitudinal Transition Study 2 (NLTS2), a nationally representative survey of parents, guardians, and young adults with ASD. The findings suggest that postsecondary education and employment outcomes for youth with ASD are poor, especially in the first two years after high school. The study also found that income inequality and poverty rates are increasing, which may affect the lives of children with ASD. The study has limitations, including a sampling frame based on enrollment in the special education category of autism, and the use of surveys that rely on respondent information without clinical assessments. Despite these limitations, the study provides valuable insights into the challenges faced by youth with ASD and the importance of transition planning to improve their postsecondary outcomes.