Study Progression and Success of Autistic Students in Higher Education: A
Longitudinal, Propensity Score-Weighted Population Study
Authors:   , Bakker Theo 
Published: April 2022

Study Progression and Success of Autistic Students in Higher EducationA
Longitudinal, Propensity Score-Weighted Population StudyIn this PhD thesis, we aimed to
improve understanding of the study progression and success of autistic students in higher
education by comparing them to students with other disabilities and students without
disabilities. We studied their background and enrollment characteristics, whether barriers
in progression existed, how and when possible barriers manifested themselves in their
student journey, and how institutions should address these issues. We found autistic
students to be different from their peers but not worse as expected based on existing
findings. We expect we counterbalanced differences because we studied a large data set
spanning seven cohorts and performed propensity score weighting. Most characteristics of
autistic students at enrollment were similar to those of other students, but they were
older and more often male. They more often followed an irregular path to higher education
than students without disabilities. They expected to study full time and spend no time on
extracurricular activities or paid work. They expected to need more support and were at a
higher risk of comorbidity than students with other disabilities. We found no difficulties
with participation in preparatory activities. Over the first bachelor year, the grade
point averages (GPAs) of autistic students were most similar to the GPAs of students
without disabilities. Credit accumulation was generally similar except for one of seven
periods, and dropout rates revealed no differences. The number of failed examinations and
no-shows among autistic students was higher at the end of the first semester. Regarding
progression and degree completion, we showed that most outcomes (GPAs, dropout rates,
resits, credits, and degree completion) were similar in all three groups. Autistic
students had more no-shows in the second year than their peers, which affected degree
completion after three years. Our analysis of student success prediction clarified what
factors predicted their success or lack thereof for each year in their bachelor program.
For first-year success, study choice issues were the most important predictors (parallel
programs and application timing). Issues with participation in pre-education (absence of
grades in pre-educational records) and delays at the beginning of autistic students’
studies (reflected in age) were the most influential predictors of second-year success and
delays in the second and final year of their bachelor program. Additionally, academic
performance (average grades) was the strongest predictor of degree completion within three
years. Our research contributes to increasing equality of opportunities and the
development of support in higher education in three ways. First, it provides insights into
the extent to which higher education serves the equality of autistic students. Second, it
clarifies which differences higher education must accommodate to support the success of
autistic students during their student journey. Finally, we used the insights into
autistic students’ success to develop a stepped, personalized approach to support their
diverse needs and talents, which can be applied using existing offerings.