Date of Award

January 2022

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Andrew W. Place

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Ken Engebretson

Department Affiliation

Clinical Therapeutic Programs

Third Advisor

Gill Hunter

Department Affiliation

Other

Abstract

The primary purpose of this study was to determine if there was a statistically significant difference in the bachelor’s degree graduation rates of three groups of undergraduate students at a regional, public university in Kentucky. The three groups consisted of those registered with disability services, those registered with disability services who received individual coaching appointments, and those in the general population. This ex post facto study also compared if the three groups maintained a grade point average of 2.0 or higher at equivalent rates and examined the characteristics of students registered with disability services between 2011 and 2016. Although the study did not find statistically different graduation rates or differences in grade point average between the groups, when the two groups of students with disabilities were combined, they graduated at a slightly higher percentage in six years or less. Differences in graduation rates by disability diagnosis were noted, as were implications for future research and recommendations. The study may inform higher education disability professionals and institutional leaders of best practices in the field.

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