In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based on secondary analysis of National Longitudinal Transition Study 2 (NLTS2), findings indicate that students who received supports—those available to the full student body and/or disability-specific supports—were more likely to persist in, and successfully complete, 2-year or 4-year college. Implications include that transition staff need to ensure students not only are prepared to seek disability supports once on campus, but that equal emphasis should be placed on helping students access supports available to the full student body.

中文翻译：

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支持收据：对学习障碍学生的中学后成功的影响

与学习障碍青年（LD）的大学入学率增加相反，毕业率仍然停滞不前且较低。本研究使用倾向性方法检验了针对残疾的通用支持收据对LD的学生的毅力和结业的影响。根据国家纵向过渡研究2（NLTS2）的二级分析，研究结果表明，获得支持的学生（可以为整个学生团体和/或残障特定的支持所获得的支持）更有可能坚持并成功完成2-一年或四年制大学。这意味着过渡工作人员需要确保学生不仅准备好一旦在校园获得残疾支持，