{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80326"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80326","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Community College Performance of Students With Learning Disabilities: Transition Planning Implications","abstract":"This descriptive single-case study examined the academic achievement of 312 community college students with learning disabilities. Academic achievement was first defined by four separate constructs which included performance, preparedness, persistence or retention, and outcomes. The examination of this sample population was then conducted through an analysis of high school and community college transcripts to yield new information concerning the four constructs of their academic achievement. The findings indicate that community college students with learning disabilities are experiencing success to some degree, however, they are potentially at-risk of failure, dependent upon gender and age. Both male and female students with learning disabilities experienced the same level of performance while in high school, however, once in college, the males were experiencing failure as illustrated by their grade point average. Further, students between the ages of 21 to 24 years old were experiencing failure as illustrated by their grade point average. The findings of this study hold implications for transition planning efforts of youth, educators, and policy makers as students continue to matriculate from high school to community colleges.","abstract_html":"This descriptive single-case study examined the academic achievement of 312 community college students with learning disabilities. Academic achievement was first defined by four separate constructs which included performance, preparedness, persistence or retention, and outcomes. The examination of this sample population was then conducted through an analysis of high school and community college transcripts to yield new information concerning the four constructs of their academic achievement. The findings indicate that community college students with learning disabilities are experiencing success to some degree, however, they are potentially at-risk of failure, dependent upon gender and age. Both male and female students with learning disabilities experienced the same level of performance while in high school, however, once in college, the males were experiencing failure as illustrated by their grade point average. Further, students between the ages of 21 to 24 years old were experiencing failure as illustrated by their grade point average. The findings of this study hold implications for transition planning efforts of youth, educators, and policy makers as students continue to matriculate from high school to community colleges.","abstract_has_math":false,"creators":["Harney, Jocelyn Y."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Rusch, Frank R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:33Z","date_published":"2015-09-25T19:56:33Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Special"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944873"],"render_values":[{"text":"(MiAaPQ)AAI9944873","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80326","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rusch, Frank R."]},{"key":"dc:creator","label":"Author","values":["Harney, Jocelyn Y."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:33Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80326","(MiAaPQ)AAI9944873"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This descriptive single-case study examined the academic achievement of 312 community college students with learning disabilities. 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