Abstract

The extent to which differences were present in college-readiness rates in reading mathematics and both subjects by economic status for students who were Learning Disabled in Texas public high schools for 2008-2009 through 2010-2011 school years were analyzed in this study Archival data were obtained from the Texas Education Agency Public Education Information Management System on all high school students who were diagnosed as being Learning Disabled Statistically significant differences in reading mathematics and both subjects college-readiness were present for all three school years Extremely low college-readiness rates were present in reading mathematics and both subjects for students who were Learning Disabled in the 2008-2009 through the 2010-2011 school years