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ERIC Number: ED574276
Record Type: Non-Journal
Publication Date: 2016
Pages: 50
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
College and Career Readiness: Course Taking of Deaf and Hard-of-Hearing Secondary School Students
Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc
Grantee Submission
As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by equipping such students with the academic knowledge and noncognitive skills to fulfill their individual potential, compete with other workers, and lead full and independent lives. The present study, drawing on nationally-representative sample of approximately 610 DHH students from the National Longitudinal Transition Study-2 (NLTS2) dataset, was designed to focus on DHH students' college and career readiness by investigating their opportunities to acquire college and career skills, operationalized in this study as courses taken in secondary school. We examined how DHH students' course taking compared with that of their peers in the general population, how it varied by type of secondary school, and how it varied by instructional setting for DHH students educated in regular schools. All statistics were weighted to be representative of the larger population of secondary schoolage DHH students identified for special education services under the hearing impairment category. Findings from descriptive analyses indicated that DHH students earned more credits overall than their hearing peers and both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages than their hearing peers. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers as DHH students earned more credits in basic math and fewer credits in midlevel math courses and even fewer in advanced math courses than hearing peers. The lack of exposure to midlevel and advanced math places DHH students' futures at risk given the link between rigorous math and success in college and careers. The findings that DHH students earned fewer credits in science, social studies, and midlevel and advanced math relative to the general population and that DHH students in regular schools earned more credits in those areas than their DHH peers in special schools also raises the question of opportunities to learn and academic achievement in these areas. (Contains 5 tables). [This article was published in "American Annals of the Deaf," v160 n5 p467-482 Win 2015.]
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R324A120188