| Popis: |
Although the number of youth with disabilities enrolling in postsecondary education has increased over the past few decades, poor postsecondary graduation rates for this population remain a significant concern. This secondary analysis used the National Longitudinal Transition Study-2 dataset to examine the role of high school academic preparation and receipt of postsecondary academic support services in predicting degree attainment among youth with learning disabilities. High school academic preparation variables included completion of a college preparatory curriculum and GPA. Logistic regression analysis revealed that youth with learning disabilities who completed a college prep curriculum were nearly 16 times more likely to graduate from a 2- or 4- year college than those who did not, even after controlling for student demographic characteristics and high school GPA. Furthermore, accessing postsecondary academic support services, such as going to a tutor, a study center, or a writing center, increased the likelihood that youth with learning disabilities would graduate from college only among youth who completed a college prep curriculum. The results underscore the importance of incorporating a college prep curriculum into transition planning for students who have postsecondary education as a transition goal. |
