This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth.
Lynn Newman
SRI Author
Effect of accessing supports on higher education persistence of students with disabilities
SRI Authors: Lynn Newman, Harold Javitz Abstract This study examined the effect of accessing supports available to the general student body and disability-related supports on college perseverance for students with disabilities. This secondary analysis of a nationally representative longitudinal dataset included a sample of approximately 2,330 college students with disabilities who had been identified as […]
Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities
SRI Authors: Lynn Newman, Elisa Garcia Abstract Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National […]
Support Receipt: Effect on Postsecondary Success of Students With Learning Disabilities
SRI Authors: Lynn Newman, Harold Javitz Abstract In contrast to the increase in college enrollment rates of youth with learning disabilities (LD), graduation rates have remained stagnant and low. Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD. Based […]
College and career readiness: Course taking of deaf and hard of hearing secondary school students
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.
Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students
SRI Authors: Lynn Newman, Harold Javitz Abstract Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of […]
Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post–high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.
Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career and technical education (CTE) schools, and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools.
An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students With Disabilities
A secondary analysis of the National Longitudinal Transition Study–2 examined the relationship between demographic, disability-related, secondary school preparation, and transition planning variables and receipt of accommodations and other disability-specific services at the postsecondary level for 2,470 postsecondary students with disabilities. The results indicated that secondary students who received transition planning education were more likely to receive accommodations and other disability-specific services in 2-year colleges and that those who had a transition plan that specified postsecondary accommodations and supports as a needed post–high school service were more likely to receive those types of services in 2-year colleges and in career and technical education schools. These findings suggest that secondary schools can influence the likelihood that students will seek out and receive postsecondary accommodations and other disability-specific services.
