Transfer Pathways to University for Ontario College ... · •student profile •program choice •student satisfaction with their transfer experience to university; and •student

Transfer Pathways to University for Ontario College Graduates with a

DisabilityUrsula McCloy & Kathleen Williams

Presented to: Pan Canadian Council on Articulation and Transfer Conference

June 21, 2018

Charlottetown, PEI

Project overview

One piece of an ONCAT funded project, led by UOIT, on “Postsecondary Mobility and the Experience of Transfer for Students with Disability”. Partners include: Durham, George Brown, Memorial, Nipissing, Seneca, York, National Educational Association of Disabled Students. Aims of overall study include:

1. Transfer Pathways to University for Ontario College Graduates with a Disability (analysis of existing data from KPI Grad Survey)

2. Partner with the National Educational Association of Disabled Students (NEADS) to collaboratively conduct research that focusses on the transfer experience of students and graduates with disabilities in Ontario

3. Explore perspectives on the transfer experiences of PSE students with disabilities through consultations with college and university service professionals.

4. Develop recommendations to promote enhanced experiences of transfer for Ontario PSE students

Research questions

1. Determine the current share of Ontario college graduates with a disability who continue on to university.

2. For those who transfer, how do the following compare by disability status?• student profile• program choice • student satisfaction with their transfer experience to university; and • student satisfaction with their academic preparation for transfer to university.

Why focus on college-university pathways for Students with Disabilities?

Students reporting a disability are underrepresented in Ontario universities

46%

22%

49%

36%

46%

35%

18%32%

16%

0%

20%

40%

60%

80%

100%

120%

All Reported a disability (age 15) Did not report a disability (age 15)

Attended university Attended college Did not attend PSE

Finnie et al, HEQCO, 2011; YITS-A cycle 4 (21y olds, 2006)

Percentage of university applicants reporting a disability by disability type and pathway, Ontario

4.5%

2.4%

1.6%1.0%

9.3%

5.4%

2.9%2.3%

6.4%

2.6% 2.7%

1.6%

4.9%

2.5%

1.7%1.1%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

10.0%

Have a disability Learning disability Mental health disability Physical disability

Group1: High School Group 2: College Graduate Group 3: Other pathways Total

Source: University College Applicant Survey, Academica Research and CRSM

Previous research: Student transfer and disability

Limited work on students with disability and transfer. American research has reported:

• Students with learning disabilities more likely to graduate from university if they did a 2-yr college program first than entered directly (Johnson, Zascavage, & Gerber, 2008)

• Students with Autism Spectrum Disorder more likely than their peers to transfer within STEM fields (Wei, Christiano, Yu, et al, 2014)

• Other research showed on students, faculty and disability service providers found that challenges for transfer include:• Differences in support services

• financial support

• moving away from home

• transfer process

• academic preparation

• admission standards and requirements (Burgstahler, Crawford, & Acosta, 2001)

Methods

KPI Graduate Survey and transfer indicators

Graduate Satisfaction Survey (GSS) data is a critical data source for provision of transfer grants and as transfer performance indicators:

1. Ontario’s Ministry of Advanced Education and Skills Development (MAESD) uses GSS data to distribute the Credit Transfer Innovation Grant (CTIG) to colleges based on each institution’s share of Ontario university transfer students.

2. Strategic Mandate Agreements (SMA) template:• Incorporates the transfer rate calculation used for CTIG;• Populates forms with percentage who were satisfied with their academic

preparation; and the percentage of Ontario university transfers satisfied with their transition experience.

9

Methods• Utilizes GSS for 3 academic years - 2013-2014 to 2015-2016

• Administered to all college graduates with an Ontario College Credential from a publically funded College of Applied Arts and Technology in Ontario

• Administered ~6-8 months after graduation via telephone survey; asks about a reference week

• Starting in 2013-2014, all graduate respondents were asked whether:

1. they considered themselves “to have a physical, intellectual, mental health or learning disability”; and

2. they had registered with disability services at the college while a student.

• Descriptive and logistic regression methods used to estimate the effect of disability status and registration with the Office for Students with a Disability on transfer outcomes, including the rate of transfer and satisfaction with the experience.

• Graduates of college 4-yr degree programs and graduate certificates were excluded.

Self-Identified with a Disability

No 91,20511.3%

Yes 11,657

Total 102,862

Registered with the Disability Services Office

No 93,3629.4%

Yes 9,708

Total 103,070

Survey responses, GSS, 2014-16

Percentage of graduates reporting a disability by various characteristics

11.1% 11.2%11.6%

12.2%

10.3%11.0%

13.5%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

< 22 22 - 25 > 25 Female Male Full Time Part Time

Age Sex FT/PT status at graduation

Percentage of graduates reporting a disability by program area and credential

13.9%

11.2%

8.6%9.7%

14.0% 14.3%

8.7%

13.8%14.6%

8.6%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

1 year 2 year 3 year Business Comm.Service

Creativeand App.

Arts

Health Hospitality Prep /Upgrading

Eng /Technology

Credential Program Type

Note: 7.7% of college degree graduates reported a disability and 5.7% of graduate certificates reported a disability

Results- Transfer to UniversityDescriptive and regression results by disability status

Ontario Graduates Furthering Their Education Post Graduation, 2014-2016

Total Graduates N=245,600

Responded to GSS*

N=120,879

Transferred to UniversityN=7,065

Transferred to College

N=23,615

*Graduates of one year certificate, two year or three year diploma programs

Transfer to university by reported disability status, 2014-2016

5.4%

6.5%

5.7% 5.9%

6.5% 6.5%

5.9%6.3%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

2014 2015 2016 Total

Reported a disability Did not report a disability

Transfer to university by individual characteristics and disability status, 2014-2016

7.8%

6.0%

4.1%

6.3%

5.3%

6.5%

2.8%

9.1%

6.8%

3.4%

6.5%6.1%

6.7%

4.4%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

10.0%

<22 years 22-25 years >25 years Female Male Full Time Part Time

Age Sex FT/PT status at Graduation


Transfer to university by region and disability status, 2014-2016

5.6%

6.2% 6.3%6.7%

4.6%

6.7% 6.8%6.5%

5.9%

5.0%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

Central Eastern Metro Toronto Northern Southwestern

College Region


Transfer to university by college program, 2014-2016

3%

6%

10%

7%

10%

4%

2% 1%

9%

3%5%

6%

9%8%

11%

4%2% 2%

11%

4%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

1 y

r

2 y

r

3 y

r

Bu

sin

ess

Co

mm

. Ser

vice

Cre

ativ

e an

d A

pp

. Art

s

Hea

lth

Ho

spit

alit

y

Pre

p/U

pgr

adin

g

Eng/

Tech

Credential Type Program Area


Distribution of university transfers by field of study and disability status

26%

19%

5%

8%

5% 5% 4%

32%

13%

9%

3% 4% 3% 4%

0%

5%

10%

15%

20%

25%

30%

35%

CollegeCommunityService to

University SocialSciences

College Businessto UniversityCommerce

CollegePreparatory to

University SocialSciences

CollegeEngineering to

UniversityEngineering &

Applied Science

CollegeCommunityService toUniversity

Education/ Physed

CollegePreparatory to

UniversityHealth

College Businessto UniversitySocial Science

Did not report a disability

Reported a disability

“other” programs were excluded; university –college pairs less than 3% of total not shown.

Regression Findings – Transfer to University

• Demographics: Graduates who were older, international, from low income households, part time at graduation, female, originally from rural areas, or areas >80 kms from nearest university compared to <50 kms were less likely to transfer.

• Program: Graduates of creative & applied arts, health, hospitality, or engineering/tech programs were less likely to transfer when compared to business; whereas graduates of community service & prep/upgrading programs more likely to transfer than business graduates

• Credential: Graduates of 1- year credentials compared to 2 or 3 year diploma programs also less likely to transfer

Controlling for all the above factors, graduates who either reported having a disability or registered with the Office for Students with a Disability had decreasing odds of transferring to university

Results – Transfer experience of graduates who transferredDescriptive and regression results by disability status

Reasons for furthering education differ little by disability status (university transfers)

68%

17%

83% 75%

28%

50%

70%

36%

86%74%

47%

5%

70%

16%

85%

73%

25%

55%

73%

36%

89%

74%

48%

6%

0%10%20%30%40%50%60%70%80%90%

100%

Po

ten

tial

fo

r h

igh

erin

com

e

No

wo

rk/j

ob

ava

ilab

lein

fie

ld o

f st

ud

y

To g

et d

iplo

ma/

cert

ific

ate/

deg

ree

Furt

her

/mo

re in

-dep

thtr

ain

ing

in f

ield

Inte

rest

in p

urs

uin

g a

dif

fere

nt

fiel

d o

f st

ud

y

For

pro

fess

ion

ald

esig

nat

ion

Gai

n k

no

wle

dge

/b

road

er e

du

cati

on

Enco

ura

gem

ent

fro

mo

ther

s

Mo

re o

pp

ort

un

itie

s fo

rca

reer

ad

van

cem

ent

Up

grad

e/im

pro

ve s

kills

Form

al t

ran

sfer

agre

emen

t

Co

mp

any

req

uir

ed/p

aid

fo

r it


Total population N=6,079, Disability population N=642, No Disability population N=5437; includes those who transferred full or part time and who responded to all the questions in the series.

Information sources for transfer differ little by disability status (university transfers)

29%

12%

43%

26%

54%

40%35%

14%

31%

34%32%32%

12%

41%

28%

56%

38%33%

17%

32%34%

34%

0%

10%

20%

30%

40%

50%

60%

Co

llege

web

site

Co

llege

har

d c

op

yp

ub

licat

ion

s

Co

llege

fac

ult

y/st

aff

Reg

istr

ary

off

ices

,st

ud

ent

serv

ices

, ect

Un

iver

sity

web

site

/pu

blic

atio

ns

Un

iver

sity

sta

ff

Oth

er s

tud

ents

(cu

rren

tan

d f

orm

er)

ON

Tran

sfer

.ca

web

site

Par

ents

an

d f

amily

Co

llege

cre

dit

tra

nsf

erad

visi

ng

serv

ices

Un

iver

sity

cre

dit

tran

sfer

ad

visi

ng


“Do you think you would have been accepted into your current program without graduating from college first?” by disability status

37%

59%

4%

43%

53%

4%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No Don't know


When did you decide to further your education?by disability status, 2014-2016

42%

5%

43%

10%

38%

6%

45%

11%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Before Entering CollegeProgram

At the Start of CollegeProgram

During College Program After Completion of CollegeProgram


How related is the university program to college program, by disability status?

10%

35%

55%

9%

36%

55%

0%

10%

20%

30%

40%

50%

60%

Not Related At All Somewhat Related Very Related


Transfer credit expected vs amount received by disability status, university transfers, 2014-2016

26%

52%

22%

27%

57%

16%

0%

10%

20%

30%

40%

50%

60%

Less Than Expected The Same As Expected More Than Expected


Satisfaction with academic preparation and transition experience by disability status, university transfers

84.6%83.4%

79.1%

82.6%

75.7%

79.5%

74.6%76.7%

84.9% 86.1%84.7% 85.2%

80.0%80.8% 81.9% 80.8%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

2014 2015 2016 Total 2014 2015 2016 Total

Academic preparation Transition experience


Regression Findings – Satisfaction with Transition Experience to University

Factors increasing odds of satisfaction:

• International students compared to domestic

• Part-time students compared to full-time students

Factors decreasing odds of satisfaction:

• Older age groups compared to younger

• Graduates of 2/3 year diploma programs compared to 1 yr certs

• Permanent address closest to a university that was selective compared to non-selective

• Graduates of colleges located in the northern region of Ontario compared to central Ontario

Controlling for all the above factors, graduates who either reported having a disability or registered with the Office for Students with a Disability had decreasing odds of being satisfied with their transition experience to university

Regression Findings – Satisfaction with Academic Preparation for Transfer to UniversityFactors increasing odds of satisfaction:

• International students compared to domestic

• Permanent address >80 kms from nearest university compared to <50 kms

Factors decreasing odds of satisfaction:

• Graduates of 3 year diploma programs compared to 1 yr certs

• Graduates of engineering/technology programs compared to business programs

Controlling for several factors, graduates who either reported having a disability or registered with the Office for Students with a Disability did not differ in their satisfaction with their academic preparation in university

However, when additional variables related to the transfer experience are included, graduates with a disability report lower satisfaction with academic prep.

Conclusions

Previous work shows that students with a disability are underrepresented in Ontario universities, whereas representation in college in similar to the overall population.

• However, this trend is also seen in Ontario colleges; students with disabilities are more likely to graduate from shorter programs.

• College graduates reporting a disability are slightly less likely to transfer to university six months after graduation, even when controlling for a wide variety of student, program, and college characteristics.

• Of those who transfer, those reporting a disability are somewhat less likely to be satisfied with the experience, but are as likely to be satisfied with their academic preparation.• This difference couldn’t be explained with the variables available in the study, need further work.

• Transfer students with disabilities are more likely to be moving between social science fields and less likely to be moving between engineering or health related fields. This is related to the composition in college programs; since transfer rates are similar by college program.

Next steps and implications

Research

• This study was limited by a lack of academic information, a key determinant of transferring. Need to study success after transfer to university, through tracking the performance of a cohort of students through university.

• Examine the reported challenges/ benefits to transferring reported by Disability service providers and students themselves.

Policy implications:

• Within Colleges: look at laddering within colleges particularly between preparatory and 1 to 2 or 3 year programs; as well as underrepresentation in STEM/ health fields

• Sector wide: Enhance pathways to university to reduce underrepresentation

Thank you!Kathleen Williams

[email protected] McCloy

[email protected]

@crsm_senecasenecacollege.ca/mobilityresearch

Documents

Transfer Pathways to University for Ontario College ... · •student profile •program choice •student satisfaction with their transfer experience to university; and •student