Effect of Postsecondary Supports on Two- or Four-Year College Completion for Students in High- and Low-Incidence Disability Categories

• In Event: 75.057 - Transition Planning and Postsecondary Outcomes for Individuals With Disabilities

Abstract

Using data from the National Longitudinal Transition Study-2 (NLTS2), researchers examined the effect of disability-specific services and generally available supports at the postsecondary level on completion of 2- or 4-year college programs, by students with learning disabilities and students who are deaf or hard of hearing. Propensity model analyses indicated that students in both disability categories who accessed generally-available supports, such as tutors and writing-centers, were more likely to complete their 2- or 4-year college programs. However, many students with disabilities do not receive these types of supports. These findings point to the importance of explicit instruction for students with disabilities related to accessing needed services at the college level.

Authors

• Lynn A. Newman, SRI International

• Joseph W. Madaus, University of Connecticut

• Harold Javitz, SRI International