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.
","abstract_html":"<p>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. </p>","abstract_has_math":false,"creators":["Griesheimer, Lee Ann"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Academic coaching","College graduation rates","Disability and Equity in Education","Higher Education"],"languages":[],"rights":["Copyright 2022 Lee Ann Griesheimer"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/719","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Griesheimer, Lee Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic coaching","College graduation rates","Disability and Equity in Education","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Lee Ann Griesheimer"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/719"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Academic Coaching As A Transition Model For Graduating College Students With Disabilities"]}]}],"canonical_facts":{"dc:creator":["Griesheimer, Lee Ann"],"dc:description.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.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/719"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Lee Ann Griesheimer"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Academic coaching","College graduation rates","Disability and Equity in Education","Higher Education"],"dc:title":["Academic Coaching As A Transition Model For Graduating College Students With Disabilities"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}