Literaturnachweis - Detailanzeige
| Autor/inn/en | Cuculick, Jessica Anne; Kelly, Ronald R. |
|---|---|
| Titel | Relating Deaf Students' Reading and Language Scores at College Entry to Their Degree Completion Rates |
| Quelle | In: American Annals of the Deaf, 148 (2003) 4, S.279-286 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-726X |
| Schlagwörter | Fine Arts; Technical Institutes; Deafness; Graduation Rate; Academic Achievement; Counseling; Student Placement; College Preparation; Reading Skills; Scores; Language Skills; Bachelors Degrees; Academic Persistence |
| Abstract | Graduation patterns were examined for 905 deaf students (1990-1998) at the National Technical Institute for the Deaf. Students with higher reading and language skills had the best overall graduation percentage. Comparison of recipients of different degrees--bachelor of science (BS) versus fine arts (BFA); associate of applied science (AAS) versus occupational studies (AOS)--showed 92% of BS and 82% of AAS graduates reading at the 9th-grade level or above, versus 65% of BFA and 47% of AOS graduates. Interestingly, 80% of non-degree-earning students read at the 9th-12th grade levels; in absolute terms, they outnumbered graduates with similar reading skills in the AAS and BFA programs combined, and in the BS program. This indicates a need for improved counseling, placement, and retention strategies. Students performed similarly across degree categories, regardless of curriculum requirements and difficulty. Only non-degree-earning students had significantly lower grade averages. (Contains 5 tables and 1 note.) (Author). |
| Anmerkungen | 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/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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