College Readiness and Academic Outcomes for Students Who Use Disability Services in Community Colleges

• In Event: Bridging the Gap: Transfer Students, Advising Styles, and Academic Support Structures

Abstract

Enrollment in remedial and developmental courses is a measure of college readiness and a common experience among U.S. college students, particularly those with disabilities at two-year colleges. In this study, we examine how enrollment in developmental courses may relate to engagement and academic outcomes among students who use disabilities services. Using data from the Community College Survey of Student Engagement 2021-2023 cohort (n = 218,302 students, 481 community and technical colleges, 44 states) and multilevel structural equation modeling, we find that developmental course enrollment is associated with higher levels of engagement and perceived academic skills and career preparation. The results have implications for supporting students with disabilities in entering and completing college.

Authors

• North Cooc, University of Texas at Austin

• Anna-Maria Fall, University of Texas at Austin

• Greg J. Roberts, University of Texas at Austin

• Denisa Gandara, University of Texas at Austin

• Pierce Cappelli, University of Texas at Austin

• Michael Bohlig, University of Texas at Austin

• Stephanie W. Cawthon, University of Texas at Austin