Promoting College Access for English Learners With Disabilities: Effect of Transition-Planning Components

Abstract

We examined the effect of eight components of transition planning on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and weighted data from the National Longitudinal Transition Study-2 (NLTS2). Results support the hypothesis that transition-planning experiences have a positive impact on the postsecondary enrollment of English learners with disabilities. Findings indicate that English learners with disabilities who were involved in their transition-planning meeting, either leading or being an active participant in the meeting, as well as being directly involved in developing their transition-planning goals, were more likely to continue their education after high school in a 2- or 4-year college. Having a transition plan goal specifically focused on attending a 2- or 4-year college affects whether ELs with disabilities are more likely to attend college. Students who attended a high school that actively collaborated with postsecondary programs by including a postsecondary representative in transition-planning meetings were more likely to continue their education at a 2- or 4- year college or a career/technical education school. The current study’s findings demonstrate the importance of equipping English learners with disabilities with the opportunities, knowledge, and skills to lead their transition goal setting and planning, as well as the importance of closer collaborations with postsecondary institutions.

Keywords

postsecondary transition English learners with disabilities transition planning self-determination

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