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01750nam a2200241Ia 4500 |
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10.1177-2165143417750093 |
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220706s2018 CNT 000 0 und d |
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|a 21651434 (ISSN)
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| 245 |
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|a Predicting College Completion Among Students With Learning Disabilities
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| 260 |
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|b SAGE Publications Inc.
|c 2018
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.1177/2165143417750093
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|a The authors analyzed National Longitudinal Transition Study–2 (NLTS2) data to examine the role of high school academic preparation and receipt of postsecondary academic support services (PASS) in predicting college completion among students with learning disabilities. Logistic regression analyses revealed that students who earned a 3.0 grade point average (GPA) in a college preparatory curriculum were more than twice as likely to complete college than those with a similar GPA who did not complete a college preparatory curriculum. Furthermore, among students who completed a college preparatory curriculum, earning a higher GPA and accessing PASS both dramatically increased the likelihood that they would complete college. Results underscore the importance of incorporating a college preparatory curriculum into transition planning for college-bound students with learning disabilities. © Hammill Institute on Disabilities 2018.
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|a college preparatory curriculum
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|a degree attainment
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|a learning disabilities
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| 650 |
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|a NLTS2
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| 650 |
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|a support services
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| 700 |
1 |
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|a Lavery, M.R.
|e author
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|a Matuga, J.M.
|e author
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|a Novak, J.A.
|e author
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|a Vostal, B.R.
|e author
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|a Yu, M.
|e author
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| 773 |
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|t Career Development and Transition for Exceptional Individuals
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