Examining a Voluntary Support Model for Community College Students With Learning Disabilities Taking Transfer-Level English

• In Event: Student With Disabilities and Their New Pathways Into Postsecondary Education

Abstract

California Assembly Bill 705 moved community colleges from a developmental model of curriculum for underprepared students to a co-requisite model. Students no longer had developmental supports built into courses, but instead were expected to utilize college support services. This concurrent, embedded mixed-methods research study (Creswell, 2009) attempted to explain use-patterns and predictive value of support services for completion of transfer-level English for learning disability students. Data including demographics, support usage, and disability status were collected for 5,938 students. Logistic regression models predicting completion of transfer-level English and re-enrollment or transfer found demographic variables accounted for more variance than support usage variables. Individual interviews showed students often lack the system self-efficacy (Bandura, 1997) to be successful in coursework.

Authors

• Teresa A. Ishigaki, Clovis Community College

• Susan M. Tracz, California State University - Fresno