Grant Clayton

Nontraditional Student Perceptions of Collegiate Inclusion

Abstract This study explored student responses to a Student Inclusiveness Survey (SIS), with specific attention to nontraditional student responses about collegiate inclusion. Specifically, the SIS constructs that related to inclusion, the Perceptions of Inclusiveness and Institutional Safeguarding of Inclusiveness, were analyzed descriptively, and students’ open-ended responses to campus inclusiveness prompts were analyzed with content analysis methods deductively through the theory of validation. The findings suggest that nontraditional students feel included but are less likely to believe the institution takes action to prevent and address discrimination against their group. In addition, nontraditional students reported not feeling academically and interpersonally validated due to university structure and environment. They found it difficult to be meaningfully included and engaged in campus life and suggested evening and weekend courses, programming, and services to aid in their ability to graduate and participate in campus activities. Compounding this reality, nontraditional students found their experiences and perspectives were not honored or welcomed in and out of the classroom by faculty, staff, or their student peers. Implications for improving practice related to meeting the needs of nontraditional students are discussed.

Does Attending a Charter School Reduce the Likelihood of Being Placed Into Special Education? Evidence From Denver, Colorado:

We use administrative data to measure whether attending a charter school in Denver, Colorado, reduces the likelihood that students are newly classified as having a disability in primary grades. We employ an observational approach that takes advantage of Denver’s Common Enrollment System, which allows us to observe each school that the student listed a preference to attend. We find evidence that attending a Denver charter school reduces the likelihood that a student is classified as having a specific learning disability, which is the largest and most subjectively diagnosed disability category. We find no evidence that charter attendance reduces the probability of being classified as having a speech or language disability or autism, which are two more objectively diagnosed classifications.