NotesFAQContact Us
Search Tips
ERIC Number: ED498251
Record Type: Non-Journal
Publication Date: 2007
Pages: 89
Abstractor: Author
Reference Count: 66
Cegep Graduates with Disabilities: College Exit (CRC) Scores of Graduates Registered for Disability Related Services Compared to Non-Registered Graduates and Graduates without Disabilities. Final Report Presented to PAREA, Spring 2007
Jorgensen, Shirley; Fichten, Catherine; Havel, Alice
Online Submission
The goal of the study was to determine the relative competitiveness in gaining access to university of graduates with and without disabilities, and to determine whether the ease with which graduates experienced aspects of their college environment was related to their college exit scores. We found that graduates who responded to surveys, whether they had a disability or not, had higher grades than graduates who had not completed any college questionnaires, a finding that needed to be taken into account when interpreting survey findings. We found that certain aspects of the college experience, some of which are within the control of the college, were associated with higher college exit scores. But, in the final analysis, apart from high school grades, it was the learner's level of motivation and study habits that most closely related to high grades upon graduation. For graduates with disabilities, disability related support services off-campus also related to higher college exit grades. The following are appended: (1) CEQ Items Used in Analysis; (2) CRC Scores for High and Low CEQ Variable Scores (All Graduates); and (3) CRC Scores for High and Low CEQ Variable Scores (Graduates with Disabilities). (Contains 16 figures and 52 tables.) [The Executive Summary is provided in both English and French. Support for this document was provided by Programme d'aide a la recherche sur l'enseignement et l'apprentissage (PAREA). ISBN provided for this report is: ISBN 978-1-5501-6774-X.]
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Ministry of Education, Quebec (Canada).
Authoring Institution: Dawson Coll., Montreal (Quebec).