Persistence to Graduation for Students With Disabilities: Implications for Performance-Based Outcomes

Abstract

The study sought to determine whether students with disabilities are disadvantaged because of state and institutional performance-based policies providing incentives for 4-year graduation. In a longitudinal study of 32,187 students at a Midwestern Research University, the retention and graduation rates, and mean years to graduation, of students with disabilities were compared with students without disabilities. This study demonstrated that the presence of a disability does not negatively influence eventual graduation, but that it does influence the amount of time to degree completion. However, as the transition to college for students with disabilities can be more difficult, it is important that the institution has interventions in place to assist students with disabilities to assimilate into college. The discussion focuses on policy and practice implications linked to performance-based outcomes related to students with disabilities.