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It also outlines a cost-benefit rationale linking college expenditures to credential attainment and transfer success, with attention to differences by disability type and urbanicity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/navigating-the-transition-disability-services-funding-and-student-outcomes-in-texas-community-colleges/587136/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/navigating-the-transition-disability-services-funding-and-student-outcomes-in-texas-community-colleges/587136.png","ImageObject",300,407,{"name":42,"@type":43},"Fahsai","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",18,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What challenge do students with disabilities face when transitioning from K-12 to college?","Question",{"text":63,"@type":64},"In higher education, students must request and coordinate accommodations themselves rather than relying on school-managed, legally structured supports like IEPs and 504 plans.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the study seek to measure at the community college level?",{"text":68,"@type":64},"It examines how expenditures on student services and instruction relate to the proportion of students receiving disability accommodations in Texas community colleges.",{"name":70,"@type":61,"acceptedAnswer":71},"Which postsecondary outcomes are considered for students receiving disability services?",{"text":72,"@type":64},"The study evaluates associations with earning credentials and successful transfer outcomes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587136,1792165917,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":99,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","NAVIGATING THE TRANSITION: DISABILITY SERVICES, FUNDING, AND STUDENT OUTCOMES IN TEXAS COMMUNITY COLLEGES  \nJuly 2025  \nJ. JACOB KIRKSEY BRADEN REED JENNIFER A. FREEMAN  \nNavigating the Transition: Disability Services, Funding, and Student Outcomes in Texas Community Colleges  \nIn 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. These institutions have long served as the gateways to higher education for students who are nontraditional learners, economically disadvantaged, or live in rural areas (Dougherty & Townsend, 2006) . For example, nearly 90% of students with disabilities who graduate from high school and enroll in higher education in Texas attend a community college (Miller et al., 2020) .  \nThe transition from high school to higher education marks a pivotal point for students with disabilities (Hong, 2015) . Unlike more regimented structures in K-12 settings, higher education institutions navigate a more nuanced interplay of federal laws intended to create an inclusive and accessible learning environment. 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 K-12 settings, students benefit from legally mandated support systems, such as Individualized Education Programs (IEPs) and 504 plans, which are collaboratively developed and closely monitored by educators, specialists, and parents. These structured frameworks ensure that students receive the necessary accommodations to support their academic success. However, as students with disabilities enter higher education, the landscape of disability support changes dramatically, shifting from a proactive, school-managed system to one that places the responsibility on students to request and coordinate their own accommodations.  \nIn 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) .  \nTo 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.  \nCurrent Study  \nThe purpose of this study is twofold: At the community college level, we examine 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, we examine the association between the receipt of disability services with postsecondary outcomes, including earning credentials and successful transfer. By linking college-level spending pattern","cbCaij500pAEnxn4","https://ap.wps.com/l/cbCaij500pAEnxn4","pdf",738778,24,"English","# Research Focus\n## Current Study\n## Overview of Community Colleges in Texas","[{\"question\":\"What challenge do students with disabilities face when transitioning from K-12 to college?\",\"answer\":\"In higher education, students must request and coordinate accommodations themselves rather than relying on school-managed, legally structured supports like IEPs and 504 plans.\"},{\"question\":\"What does the study seek to measure at the community college level?\",\"answer\":\"It examines how expenditures on student services and instruction relate to the proportion of students receiving disability accommodations in Texas community colleges.\"},{\"question\":\"Which postsecondary outcomes are considered for students receiving disability services?\",\"answer\":\"The study evaluates associations with earning credentials and successful transfer outcomes.\"}]","NAVIGATING THE TRANSITION: DISABILITY SERVICES, FUNDING, AND STUDENT OUTCOMES IN TEXAS COMMUNITY COLLEGES | PDF",1792060801]