A K-12 education should prepare students for their transition to postsecondary life, regardless of the nature of such a future. This study aims to explore the secondary and postsecondary experiences of alumni from East Menlow School (EMS), a co-educational, K-12, college-prep, independent day school on the east coast of the United States. By surveying and interviewing faculty and alumni, this mixed-methods study seeks to identify which student and teacher characteristics or practices, curricular and pedagogical practices, and school and family supports contribute to the high school completion and persistence through at least the first year of their postsecondary institution of EMS students in general and EMS students with learning differences (LD) in particular. A young adult’s persistence to college graduation is multi-dimensional. Learning differences add an extra layer of academic and non-academic difficulty. As a result, it is vital that educators understand the needs of their LD students.
While the perspectives of EMS alumni in general, both non-LD and LD, are analyzed, this study further seeks to compare and contrast the experiences of EMS alumni with dyslexia, also known as a reading disability or reading disorder, with their non-LD and other LD peers. For many students, the ability to read and to write is the foundation of college success. Since the juried literature is scant in independent schools, this study attempts to provide a foundation for other research on LD students in independent schools.
|Advisor:||Watts, Caroline L.|
|Commitee:||Desimone, Laura, Liebmann, Dana|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Dyslexia, Independent school, Learning differences, Postsecondary education, Reading disability, Secondary education|
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