View in EDS

Navigating the Transition: Disability Services, Funding, and Student Outcomes in Texas Community Colleges

Saved in:
Bibliographic Details
Title: Navigating the Transition: Disability Services, Funding, and Student Outcomes in Texas Community Colleges
Language: English
Authors: J. Jacob Kirksey, Braden Re, Jennifer A. Freeman, State Higher Education Executive Officers (SHEEO)
Source: State Higher Education Executive Officers. 2025.
Availability: State Higher Education Executive Officers. 3035 Center Green Suite 100, Boulder, CO 80301. Tel: 303-541-1600; Fax: 303-541-1639; e-mail: sheeo@sheeo.org; Web site: http://www.sheeo.org
Peer Reviewed: N
Page Count: 24
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Educational Finance, Students with Disabilities, Community College Students, Expenditures, Student Personnel Services, Academic Accommodations (Disabilities), Outcomes of Education, Rural Urban Differences, Budgeting, Costs
Geographic Terms: Texas
Abstract: In recent years, the public policy landscape has placed an increased emphasis on increasing the proportion of adults holding postsecondary credentials, particularly among underrepresented populations. Individuals with disabilities--many of whom begin their postsecondary journey at community colleges (Ankeny & Lehmann, 2011; Miller et al., 2020)--have remained largely overlooked in these efforts, despite persistent disparities in college access, completion, and labor market outcomes. The transition from high school to higher education marks a pivotal point for students with disabilities (Hong, 2015). The transition from K-12 to higher education requires students with disabilities to navigate a less structured and more self-directed system of accommodations. In postsecondary education, particularly within community colleges, institutions are bound by the ADA to provide "reasonable accommodations," but they are not required to develop individualized plans like IEPs. Students must take the initiative to disclose their disabilities, navigate institutional processes, and advocate for the support they need. This transition can be challenging, as many students may lack awareness of their rights or struggle with self-advocacy (Hong, 2015). Without the structured guidance available in K-12, students with disabilities may encounter barriers in accessing accommodations, which can ultimately affect their academic progress and persistence in higher education (Mamboleo et al., 2020). To address these concerns, there is a pressing need for a cost-benefit analysis that evaluates the financial investment required to provide disability services in Texas community colleges, as well as the long-term economic and social benefits of these services. By quantifying the costs and benefits, this study will provide valuable information as to the effectiveness of current funding structures and the broader societal impact of ensuring appropriate access to accommodations for all students. The purpose of this study is twofold: At the community college level, the study examines how expenditures on student services and instruction correspond with the proportion of students receiving disability accommodations in Texas community colleges. For students with disabilities attending community colleges, the study examines the association between the receipt of disability services with postsecondary outcomes, including earning credentials and successful transfer. By linking college-level spending patterns with the proportion of students receiving accommodations and assessing the relationship between disability services and student outcomes, this study aims to inform policy and practice on how to more effectively allocate resources to promote postsecondary attainment and transfer opportunities for students with disabilities.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED675532
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED675532
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED675532
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Navigating the Transition: Disability Services, Funding, and Student Outcomes in Texas Community Colleges
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22J%2E+Jacob+Kirksey%22">J. Jacob Kirksey</searchLink><br /><searchLink fieldCode="AR" term="%22Braden+Re%22">Braden Re</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+A%2E+Freeman%22">Jennifer A. Freeman</searchLink><br /><searchLink fieldCode="AR" term="%22State+Higher+Education+Executive+Officers+%28SHEEO%29%22">State Higher Education Executive Officers (SHEEO)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22State+Higher+Education+Executive+Officers%22"><i>State Higher Education Executive Officers</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: State Higher Education Executive Officers. 3035 Center Green Suite 100, Boulder, CO 80301. Tel: 303-541-1600; Fax: 303-541-1639; e-mail: sheeo@sheeo.org; Web site: http://www.sheeo.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Expenditures%22">Expenditures</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Budgeting%22">Budgeting</searchLink><br /><searchLink fieldCode="DE" term="%22Costs%22">Costs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In recent years, the public policy landscape has placed an increased emphasis on increasing the proportion of adults holding postsecondary credentials, particularly among underrepresented populations. Individuals with disabilities--many of whom begin their postsecondary journey at community colleges (Ankeny & Lehmann, 2011; Miller et al., 2020)--have remained largely overlooked in these efforts, despite persistent disparities in college access, completion, and labor market outcomes. The transition from high school to higher education marks a pivotal point for students with disabilities (Hong, 2015). The transition from K-12 to higher education requires students with disabilities to navigate a less structured and more self-directed system of accommodations. In postsecondary education, particularly within community colleges, institutions are bound by the ADA to provide "reasonable accommodations," but they are not required to develop individualized plans like IEPs. Students must take the initiative to disclose their disabilities, navigate institutional processes, and advocate for the support they need. This transition can be challenging, as many students may lack awareness of their rights or struggle with self-advocacy (Hong, 2015). Without the structured guidance available in K-12, students with disabilities may encounter barriers in accessing accommodations, which can ultimately affect their academic progress and persistence in higher education (Mamboleo et al., 2020). To address these concerns, there is a pressing need for a cost-benefit analysis that evaluates the financial investment required to provide disability services in Texas community colleges, as well as the long-term economic and social benefits of these services. By quantifying the costs and benefits, this study will provide valuable information as to the effectiveness of current funding structures and the broader societal impact of ensuring appropriate access to accommodations for all students. The purpose of this study is twofold: At the community college level, the study examines how expenditures on student services and instruction correspond with the proportion of students receiving disability accommodations in Texas community colleges. For students with disabilities attending community colleges, the study examines the association between the receipt of disability services with postsecondary outcomes, including earning credentials and successful transfer. By linking college-level spending patterns with the proportion of students receiving accommodations and assessing the relationship between disability services and student outcomes, this study aims to inform policy and practice on how to more effectively allocate resources to promote postsecondary attainment and transfer opportunities for students with disabilities.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED675532
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED675532
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Community College Students
        Type: general
      – SubjectFull: Expenditures
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Rural Urban Differences
        Type: general
      – SubjectFull: Budgeting
        Type: general
      – SubjectFull: Costs
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: Navigating the Transition: Disability Services, Funding, and Student Outcomes in Texas Community Colleges
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: State Higher Education Executive Officers (SHEEO)
      – PersonEntity:
          Name:
            NameFull: J. Jacob Kirksey
      – PersonEntity:
          Name:
            NameFull: Braden Re
      – PersonEntity:
          Name:
            NameFull: Jennifer A. Freeman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Titles:
            – TitleFull: State Higher Education Executive Officers
              Type: main
ResultId 1