College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students
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| Title: | College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students |
|---|---|
| Language: | English |
| Authors: | Nagle, Katherine, Newman, Lynn A., Shaver, Debra M., Marschark, Marc |
| Source: | American Annals of the Deaf. 2015 160(5):467-482. |
| Availability: | Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A120188 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | College Readiness, Career Readiness, Deafness, Longitudinal Studies, Secondary School Students, College Credits, Vocational Education, Academic Education, Comparative Analysis, Peer Groups, Academic Standards, Difficulty Level, Mathematics Education, Educational Trends, Trend Analysis, Statistical Analysis, Disabilities, Special Education, Transitional Programs |
| Assessment and Survey Identifiers: | National Longitudinal Transition Study of Special Education Students |
| ISSN: | 0002-726X |
| Abstract: | Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; 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. 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. |
| Abstractor: | As Provided |
| Number of References: | 96 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Access URL: | https://gupress.gallaudet.edu/annals/past.htm |
| Accession Number: | EJ1174143 |
| Database: | ERIC |
| Abstract: | Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; 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. 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. |
|---|---|
| ISSN: | 0002-726X |
