This exploratory study determined which set of student characteristics and disability-related services explains graduation among college students with disabilities. The records of 1,289 unidentified students with disabilities in three, public Midwestern universities were examined ex post facto to obtain information about students, disability-related services they received, and student graduation status. A hierarchical logistic regression framework was used to construct a model of factors that best predicts graduation among students with disabilities in college. That model includes: being female, being 23 years of age and older, having a physical disability, using alternative format tests, taking distraction reduced testing, having flexibility in assignment/ test dates, learning strategies assistance, and physical therapy/ functional training. Models were also constructed to explain graduation among students with cognitive disabilities, mental disorders, and physical disabilities. Factors that predicted graduation for students with cognitive disabilities were being female, being 23 years of age and older, taking distraction reduced testing, having flexibility in assignment/ test dates, and learning strategies assistance. Factors that predicted graduation for students with mental disorders were being white, being between 23 and 30 years of age, taking distraction reduced testing, and receiving extended test time. Graduation for persons with physical disabilities was explained primarily by students who were female and age 23 to age 30.

The relationship between student dropout and high school grades, demographic factors and psychosocial variables was examined for 40 682 full-time Dawson College students. Overall, low high school grades and older age were the best predictors of dropout. Male students, who generally had lower grades than females, were more likely to drop out than female students. In particular, male students with high school averages below 80% dropped out at substantially higher rates than females. Males also scored lower than females on questionnaire measures of academic communication skills, time spent on out-of-class study, motivation, discipline, following through on commitments and obligations, and involvement in the college community. Compared to students without disabilities, students with disabilities dropped out at lower rates between the first and third semesters, but at higher rates in later semesters. This resulted in similar dropout and graduation rates at the end of ten semesters. Students with disabilities scored lower than their nondisabled peers on measures of academic self-confidence and social connection, were more likely to report feeling alone and isolated, and were more likely to drop out because of a disability or health issue. Female students with disabilities were more likely to feel that their chosen occupation did not require further study. The results provide evidence that patterns of student attrition and the factors that influence these can vary between student sub-populations. Recommendations are made based on the findings.