Community College Performance of Students With Learning Disabilities: Transition Planning Implications
Harney, Jocelyn Y.
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Permalink
https://hdl.handle.net/2142/80326
Description
Title
Community College Performance of Students With Learning Disabilities: Transition Planning Implications
Author(s)
Harney, Jocelyn Y.
Issue Date
1999
Doctoral Committee Chair(s)
Rusch, Frank R.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
This descriptive single-case study examined the academic achievement of 312 community college students with learning disabilities. Academic achievement was first defined by four separate constructs which included performance, preparedness, persistence or retention, and outcomes. The examination of this sample population was then conducted through an analysis of high school and community college transcripts to yield new information concerning the four constructs of their academic achievement. The findings indicate that community college students with learning disabilities are experiencing success to some degree, however, they are potentially at-risk of failure, dependent upon gender and age. Both male and female students with learning disabilities experienced the same level of performance while in high school, however, once in college, the males were experiencing failure as illustrated by their grade point average. Further, students between the ages of 21 to 24 years old were experiencing failure as illustrated by their grade point average. The findings of this study hold implications for transition planning efforts of youth, educators, and policy makers as students continue to matriculate from high school to community colleges.
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