Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.

残疾学生越来越多地进入大学。尽管有所增加，但大学的持久性和结业仍然是一个麻烦的障碍。已经确定了针对残疾中学生的循证实践和预测因素；但是，高等教育没有并行的分类方法。该系统评价的目的是确定在保留，学习成绩和毕业方面是否存在基于证据的大学成功预测指标。结果表明，尽管目前尚无足够的研究来验证一组核心的循证实践，但仍有一系列与学生相关的实践可以积极预测平均成绩，保留率和毕业率，因此有待进一步研究。