[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590624-105":59,"doc-detail-590624-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","college-and-career-readiness-course-taking-of-deaf-and-hard-of-hearing-secondary-school-students","COLLEGE AND CAREER READINESS: COURSE TAKING OF DEAF AND HARD OF HEARING SECONDARY SCHOOL STUDENTS","","Research on deaf and hard of hearing (DHH) students shows many enter college and the workplace underprepared for success in math, science, and reading. Using data from the National Longitudinal Transition Study–2 (NLTS2), the study examines DHH students’ college and career readiness through their secondary-school opportunities and course-taking patterns. Results indicate DHH students earned more total credits but took more vocational and nonacademic courses and fewer science, social science, and foreign language courses. Findings also suggest limited academic rigor in math relative to hearing peers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-and-career-readiness-course-taking-of-deaf-and-hard-of-hearing-secondary-school-students/590624/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/college-and-career-readiness-course-taking-of-deaf-and-hard-of-hearing-secondary-school-students/590624.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study data source was used to examine DHH students’ college and career readiness?","Question",{"text":112,"@type":113},"The study used data from the National Longitudinal Transition Study–2 (NLTS2) to investigate DHH students’ opportunities and course-taking in secondary school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did DHH students’ total credits earned compare with hearing peers?",{"text":117,"@type":113},"DHH students earned more credits overall than hearing peers, while both groups earned a similar number of credits in academic courses.",{"name":119,"@type":110,"acceptedAnswer":120},"What course-taking differences emerged for DHH students, especially in math and nonacademic subjects?",{"text":121,"@type":113},"DHH students took more vocational and nonacademic courses and fewer science, social science, and foreign language courses. In math, they showed evidence of lower rigor, earning more credits in basic math but fewer credits in midlevel and advanced math courses than hearing peers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590624,1792192366,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| \u003Cbr>Nagle, K. , Newman, L. A. , Shaver, D. M. , & Marschark, M. (2016) . College and career readiness: Course taking of deaf and hard of hearing secondary school students. American Annals of the Deaf, 160(5), 467–482.\u003Cbr>COLLEGE AND CAREER READINESS: COURSE TAKING OF DEAF AND HARD OF HEARING SECONDARY SCHOOL STUDENTS\u003Cbr>R\u003Cbr>KATHERINE NAGLE, LYNN A. NEWMAN, DEBRA M. SHAVER, AND MARC MARSCHARK\u003Cbr>NAGLE, NEWMAN, AND SHAVER ARE ALL ASSOCIATED WITH THE CENTER FOR EDUCATION AND HUMAN SERVICES, SRI EDUCATION, SRI INTERNATIONAL. NAGLE IS A RESEARCH ASSOCIATE, NEWMAN IS A SENIOR EDUCATION RESEARCHER, AND SHAVER IS A SENIOR RESEARCHER. SRI INTERNATIONAL IS A NONPROFIT RESEARCH INSTITUTE BASED IN MENLO PARK, CA. MARSCHARK IS A PROFESSOR, CENTER FOR EDUCATION RESEARCH PARTNERSHIPS, ROCHESTER INSTITUTE OF TECHNOLOGY, ROCHESTER, NY.\u003Cbr>E SEARCH 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.\u003Cbr>Keywords: college and career readiness, deaf and hard of hearing students, secondary course taking\u003Cbr>Although extensive information is available on the education of deaf and hard of hearing (DHH) students throughout their school years and into college, far less information exists about their career and college readiness or how school experiences influence their subsequent development, growth, and success in college and the workplace (Kelly, 2015) . Studies have shown that, compared with their hearing peers, DHH students frequently enter secondary school, college, and the workplace relatively unprepared for success\u003Cbr>(Kelly, 2015; Marschark, Shaver, Nagle,& Newman, 2015) . In particular, DHH students ’ reading comprehension, math, and science skills are generally several grade levels below those of hearing students. If DHH secondary school students are lagging significantly behind hearing peers in reading, math, and science (Marschark et al. , 2015; Qi & Mitchell, 2012) , how college or career ready can they be?\u003Cbr>In an effort to better understand the influence of secondary school preparation on college and career readiness, we used a national database of secondary school–age DHH students to examine how their course taking matched expectations for students in the general\u003Cbr>\u003Cbr>467 |\n| --- |\n|  |\n\nVOLUME 160, NO. 5, 2016 AMERICAN ANNALS OF THE DEAF  \nCOURSE TAKING OF DHH SECONDARY SCHOOL STUDENTS  \n\n| population and how it varied by enrollment in regular or special education settings. Clearly, other factors, such as family attitude toward education, family involvement in students ’ school activities, and geographic stability, also have an impact on college and career readiness (ACT, 2007) . However, oneof the strongest predictors of success in college and the workforce is course selection (ACT, 2004, 2006; Robbins et al. , 2004) . For this reason, we looked atthe academic and the nonacademic course selections of DHH students. By academic courses we mean the core courses of mathematics, language arts, science, social studies, and foreign language that are taught in high school and form the content knowledge base required for success at higher levels. By nonacademic courses we mean","cbCailX33z2ZL9D6","https://ap.wps.com/l/cbCailX33z2ZL9D6","pdf",468621,16,"English","# College and Career Readiness Context\n## Background on DHH Underpreparation","[{\"question\":\"What study data source was used to examine DHH students’ college and career readiness?\",\"answer\":\"The study used data from the National Longitudinal Transition Study–2 (NLTS2) to investigate DHH students’ opportunities and course-taking in secondary school.\"},{\"question\":\"How did DHH students’ total credits earned compare with hearing peers?\",\"answer\":\"DHH students earned more credits overall than hearing peers, while both groups earned a similar number of credits in academic courses.\"},{\"question\":\"What course-taking differences emerged for DHH students, especially in math and nonacademic subjects?\",\"answer\":\"DHH students took more vocational and nonacademic courses and fewer science, social science, and foreign language courses. In math, they showed evidence of lower rigor, earning more credits in basic math but fewer credits in midlevel and advanced math courses than hearing peers.\"}]","COLLEGE AND CAREER READINESS: COURSE TAKING OF DEAF AND HARD OF HEARING SECONDARY SCHOOL STUDENTS | PDF",1792070078]