College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students

Autor/inn/en	Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc
Titel	College and Career Readiness: Course Taking of Deaf and Hard of Hearing Secondary School Students
Quelle	In: American Annals of the Deaf, 160 (2015) 5, S.467-482 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	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; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ausbildung; Berufsbildung; Akademische Bildung; Gleichaltrigengruppe; Peer Group; Schwierigkeitsgrad; Mathematische Bildung; Bildungsentwicklung; Trendanalyse; Statistische Analyse; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01