







Vol.3 , No. 5, Publication Date: Dec. 5, 2017, Page: 36-46
[1] | Catherine Holden, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
[2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
[3] | George Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
[4] | Wally Barnes, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
The extent to which differences were present in college-readiness rates in reading, mathematics, and both subjects by disability category for students who were enrolled in special education in Texas public high schools for 2008-2009 through 2010-2011 school years were determined in this investigation. Statistically significant differences were revealed in reading, mathematics, and both subjects college-readiness in each school year. No students who were Emotionally Disturbed or had a Speech or Language Impairment met the college-readiness standard in reading, mathematics, or both subjects. Of importance were extremely low college-readiness rates in reading, mathematics, and both subjects for students who were enrolled in special education for the 2008-2009 through the 2010-2011 school years.
Keywords
Special Education, Learning Disabled, Other Health Impairment, Emotionally Disturbed, Speech or Language Impairment, College-Readiness
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