Literaturnachweis - Detailanzeige
| Autor/in | Hurdt, Emily Amanda |
|---|---|
| Titel | Community College Students Receiving Disability Services: Using Propensity Score Matching to Compare Success Measures to Students Who Do Not Receive Disability Services |
| Quelle | (2018), (107 Seiten)
PDF als Volltext Ed.D. Dissertation, North Carolina State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4382-8330-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Two Year College Students; Disabilities; Probability; Rural Schools; Community Colleges; Student Characteristics; Academic Persistence; Graduation; Grade Point Average; Academic Accommodations (Disabilities); Small Colleges; North Carolina |
| Abstract | Literature shows students with disabilities do not meet student success measures (academic performance, retention, and graduation) the same as their non-disabled peers (Brackin, 2005, p. 13). Students with disabilities are among the fastest growing populations enrolling in post-secondary education in America (Hitchings et al., 2010; Norton & Fields, 1998; Norton, 2006; Quick, Lehmann, & Deniston, 2003). More students with disabilities are enrolling in community colleges than other post-secondary institutions (Norton & Fields, 1998, p. 40). This study used propensity score matching (PSM) to compare the success measures of students with disabilities to those of their non-disabled peers. Propensity score matching is a multivariate statistical technique (Frye, Smith, & Bartlett, n.d., p. 3) and can be used in situations where there is a "group of treated individuals and a group of untreated individuals" (Caliendo & Kopeinig, 2008, p. 31). All students, those who did and did not self-identify with having a disability, at a small, rural community college in North Carolina between the academic years 2010 through 2014 were selected. First, t-tests and chi-square were administered using SPSS to determine if any of the covariates differed between the groups of students. Next, PSM was used to create a match of disabled and non-disabled peers for that time period based on covariates (age, gender, ethnicity, developmental coursework, enrollment status, and financial aid status). The goodness of the match was assessed. Then, t-tests and chi-square were administered using SPSS to determine if any of the covariates differed between the groups after matching. Lastly, the student success outcomes (graduation, retention, and GPA) were compared using t-tests and chi-square. Effect size was used to examine the magnitude of the differences. The findings of this study revealed that a student's disability had no impact on graduation as compared to their non-disabled peers. However, during academic years two through five there was a difference in retention between students who have a disability and students who do not. Interestingly, students who have a disability and received accommodations were retained at a higher percentage than students without a disability. The results also showed no difference in academic performance, in terms of GPA, between the two groups. The results of this research could provide data to allow the small, rural community college to see how students with and without disabilities achieve student success measures. This may allow community colleges to provide better services for students with disabilities. Furthermore, this study could be used to have students understand the importance of selfidentifying and receiving services. Students with disabilities could benefit from the results by receiving the resources they need to be successful in their post-secondary careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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