Disability and the stratification of post‐secondary pathways: Evidence from a large administrative linkage

Abstract

Research has linked disability to differential experiences and outcomes for students at multiple levels of education. To date, however, available data sources have prevented comprehensive analyses of the statistical relationship between disability and the pathways traveled by students through Ontario post‐secondary education (PSE). Through this study, we examine this topic by leveraging a large multifaceted linkage that brings together rich administrative data from the Toronto District School Board (Grades 9–12), Ontario college and university enrollment records (2009–2018), as well as government student loans and tax records. We use these data to statistically model differences in the PSE pathways traveled by more than 33,000 TDSB students. Our analyses identify statistically significant differences in the likelihood that students with/without disabilities will travel certain PSE pathways. However, such differences shrink drastically once we control for high school‐level factors (e.g., academic performance, absenteeism). We elaborate on the importance of these findings for both social stratification researchers and policymakers.