ERIC Number: EJ1139517
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reference Count: 32
Factors That Contribute to College Success for Students with Learning Disabilities
Showers, Anne H.; Kinsman, Jeremy W.
Learning Disability Quarterly, v40 n2 p81-90 May 2017
Using structural equation modeling, the study tested a theoretical model linking family background, student attributes, and college success. The sample consisted of 346 students with learning disabilities (LDs) who enrolled in college between 2004 and 2012. The data were taken from the public files of the Education Longitudinal Study: 2002. The results indicated that family background has a strong significant direct effect on the students' attributes, which then has a direct effect on college success. Students with LDs from higher socioeconomic status (SES) families, who have higher educational expectations, coupled with a strong academic background, have the best chance at succeeding in college. However, these factors only explain 13% of the variance, which calls into question what other variables may also be important predictors of college success for these students.
Descriptors: Learning Disabilities, College Students, Structural Equation Models, Success, College Preparation, Family Characteristics, Socioeconomic Status, Student Characteristics, Academic Achievement, Longitudinal Studies, Parent Aspiration, Grade Point Average, Predictor Variables, Expectation, Transitional Programs, High School Graduates, Error of Measurement, Educational Attainment, National Surveys, Grade 10, Grade 12
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools; Grade 10; Grade 12
Authoring Institution: N/A