Multilevel Examination of School and Student Characteristics on College and Career Readiness

• In Event: Frameworks for Inclusivity and Readiness in Special Education: Insights From Transition Planning and UDL (Universal Design for Learning) Implementation

Abstract

This multilevel study examined college and career readiness (CCR) among students with and without disabilities (N = 3,523). A college and career readiness assessment yielded four domain scores: academic engagement and processes, ownership of learning, interpersonal engagement, and career development, which were modeled as outcomes. Student characteristics were race/ethnicity, grade level, and disability status; and school characteristics were percentage of White students at school, percentage of students experiencing economic disadvantage, and adverse childhood experiences score. Findings show significant student- and school-level variance is explained across the domain scores. Results demonstrate the importance of modeling intersecting characteristics to understand the combination of risk factors that may affect CCR for youth at the individual and school level.

Authors

• Allison Lombardi, University of Wisconsin - Madison

• Graham Gilbert Rifenbark, University of Connecticut

• Christopher M. Esposito, University of Connecticut

• Ashley Taconet, University of Kansas