College-Readiness Rates of Students with Special Learning Needs in Texas Public Schools
Jacob R. Chandler; John R. Slate; George, W. Moore; Wally Barnes

In this investigation, we examined the college-readiness rates in reading, math, and both subjects for high school graduates in Texas who were (a) economically disadvantaged, (b) Limited English Proficient, or (c) enrolled in special education using archival data from the Texas Education Agency Academic Excellence Indicator System for the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and 2010- 2011 school years. For the 5 years of data analyzed, in both reading and math, college-readiness rates of the all-students group were higher than students who were economically disadvantaged, Limited English Proficient students, and special education students. Of the 15 statistical analyses, statistically significant findings were present, revealing 13 large effect sizes and 2 moderate effect sizes. Students who were economically disadvantaged had college-readiness rates higher than Limited English Proficient students and special education students. Students enrolled in special education had higher college-readiness rates in reading than Limited English Proficient students, but lower college-readiness rates in math. Moreover, effect sizes increased over time for math, reading, and both subjects.

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