Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

Oct 15, 2026

This study used National Longitudinal Transition Study–2 (NLTS2) data to assess how expectations and transition-planning goals influence postsecondary education enrollment among deaf youth. Propensity score modeling showed that high expectations from deaf youth and parents significantly predicted attendance at 2- and 4-year colleges and career and technical education (CTE) schools. Using college enrollment as a transition goal predicted enrollment across all postsecondary institution types. CTE school goals did not improve CTE or 2-year outcomes and reduced odds of 4-year attendance.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Expectations and transition planning goals

Method: NLTS2 and propensity scoring

Outcomes for postsecondary enrollment

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment Career Development and Transition for Exceptional Individuals 2022, Vol. 45(3) 131–142 © Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434211067425](DOI: 10.1177/21651434211067425)[ ](DOI: 10.1177/21651434211067425)[cdtei.sagepub.com](cdtei.sagepub.com) Paige M. Johnson, MA 1, Lynn A. Newman, EdD2, Stephanie W. Cawthon, PhD 1, and Harold Javitz, PhD2 Abstract 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. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2-and 4-year colleges, and career and technical education (CTE) schools. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and it significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed. Keywords postsecondary education enrollment, deaf youth, expectatons, transition planning goals, propensity scoring modeling Higher education or training has great significance for deaf1 individuals in closing historical employment gaps with hearing peers (Garberoglio et al., 2019b; Walter & Dirmyer, 2013) . Even deaf individuals who enrolled but did not complete their postsecondary education reap greater advantages than those who have never attended postsecondary education (Palmer et al., 2020) . Overall, postsecondary education enrollment is more common among deaf individuals than individuals with other disabilities (Newman et al., 2011) . However, deaf individuals are less likely to attend 4-year colleges than their hearing peers (34% and 40%, respectively) and more likely to attend 2-year colleges (52% vs. 21%) and career and technical education (CTE) training (45% vs. 20%; Newman et al., 2011) . Furthermore, deaf individuals are less than half as likely to be currently enrolled in postsecondary education and training compared with their hearing peers (5% and 11%, respectively; Garberoglio, Palmer, & Cawthon, 2019) . These disparities bear implications for later employment and income attain ment for deaf individuals (Garberoglio et al., 2019b) . Parent expectations and youth expectations for their future are consistently important factors contributing to postsecondary education enrollment rates (Crosnoe et al., 2002; Doren et al., 2012; Glick & White, 2004; Mello, 2008; Wood et al., 2011) . Transition planning goals have also emerged as an important factor in postsecondary education enrollment for students with disabilities (Balcazar et al., 2012; Chiang et al., 2012; Wei et al., 2016) . Transition planning from high school to postsecondary education is a legally mandated process for students served under the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), including those who are deaf. This study examines youth expectations, parent expectations, and transition plan goals as predictors of postsecondary enrollment for deaf individuals. To date, few quantitative studies have examined the role of parent and youth expectations as predictors of postecondary education enrollment for deaf individuals (e.g., Cawthon et al., 2015; Garberoglio et al., 2014) . In addition to expanding predictors to include transition planning goals, this study extends previous correlational analysi

FAQs

What dataset and analytic method does the study use?

The study uses the National Longitudinal Transition Study–2 (NLTS2) and applies propensity scoring modeling to examine relationships between expectations, goals, and postsecondary enrollment outcomes.

How do youth and parent expectations affect postsecondary enrollment?

Higher expectations held by deaf youth and their parents significantly predict postsecondary education attendance at 2- and 4-year colleges as well as CTE schools.

Do transition planning goals lead to different enrollment outcomes across institution types?

Yes. College enrollment as a transition planning goal predicts enrollment in all three types of postsecondary institutions, while a CTE school transition goal does not improve CTE and 2-year outcomes and significantly reduces the odds of attending a 4-year college.

Oct 15, 2026

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