From Classroom to Career: Field of Study and Workforce Outcomes for Post-Secondary Students with Disabilities

Background and Purpose: Students with disabilities make up an increasing portion of post-secondary students in recent years. However, they still graduate 2 year or 4-year programs at lower rates than their counterparts who do not have disabilities. Limited research has indicated that post-secondary education may be the key to improving labor force participation and reducing earning gaps for individuals with disabilities. However, there is little known about the returns to education for specific fields of study for students with disabilities; especially based on their disability type.

Methods: This study uses de-identified individual level data from Texas to examine trends in , college enrollment, persistence and graduation, and eventual earnings outcomes for students with disabilities in post-secondary education, and disaggregates these results by major choice and disability type. It also tracks labor force outcomes based on these factors through studying earnings

Results: Data has been acquired with permission of the Education Research Center (ERC) Advisory Board. Analysis is currently underway, and findings will be shared following FERPA review by the UTD-ERC.

Conclusions and Implications: This information could be used to help improve advising and transitional assistance from high school to college to set students up for success. With Texas's large and growing population of post-secondary learners with disabilities, this research aims to guide policymakers, parents, and academic advisors to individualize advising for students with disabilities, particularly as it relates to their disability type.