Predicting College Completion Among Students with Learning Disabilities

Meifang Yu, Bowling Green State University
Jeanne Novak, Bowling Green State University
Matthew Ryan Lavery, Bowling Green State University
Brooks R. Vostal, Bowling Green State University
Julia M. Matuga, Bowling Green State University

Abstract

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 GPA in a college prep curriculum were more than twice as likely to complete college than those with a similar GPA who did not complete a college prep curriculum. Furthermore, among students who completed a college prep 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 prep curriculum into transition planning for college-bound students with learning disabilities.