Academic Coaching As A Transition Model For Graduating College Students With Disabilities

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2022

Author dc:creator

• Griesheimer, Lee Ann

• Academic coaching
• College graduation rates
• Disability and Equity in Education
• Higher Education

Statement dc:rights

• Copyright 2022 Lee Ann Griesheimer

Repository record dc:identifier

https://encompass.eku.edu/etd/719

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1717