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Latino high school graduation : defying the odds
This book describes how \"at-risk\" Hispanic youth defy the odds and stay in school to earn a high school diploma. Information about success is needed because Hispanic youth drop out at about twice the rate of non-Hispanic Whites. The discussion is based on the results of a 4-year longitudinal study of 100 Hispanic youth labeled at-risk by their school districts. These students and their families were first interviewed when they were 15 years old, and they were followed for 4 years. Qualitative information comes from open-ended interviews; quantitative data are from various school sources. The seven chapters at the core of the book focus on the following key factors: (1) tracking of students; (2) grade retention and high standards; (3) gang involvement; (4) teen motherhood; (5) special needs of immigrants; (6) high school equivalency programs; and (7) educational administration and policies. Obstacles to school completion and successful strategies used by students and their families to encourage school completion are described. Recommendations are made for changes in the public schools to enhance Hispanic students' graduation rates. Eight appendixes contain parent and student questionnaires and interview forms used in the study. (Contains 1 figure and 10 tables.) (SLD)
eBook
Latino High School Graduation
While high school drop-out rates have steadily declined among white and African American students over the last twenty years, a constant 35 percent of Latino students continue to quit school before graduation. In this pioneering work, Harriett Romo and Toni Falbo reveal how a group of at-risk Latino students defied the odds and earned a high school diploma. Romo and Falbo tracked the progress of 100 students in Austin, Texas, from 1989 to 1993. Drawing on interviews with the students and their parents, school records, and fieldwork in the schools and communities, the authors identify both the obstacles that caused many students to drop out and the successful strategies that other students and their parents pursued to ensure high school graduation. The authors conclude with seven far-reaching recommendations for changes in the public schools. Sure to provoke debate among all school constituencies, this book will be required reading for school administrators, teachers, parents, legislators, and community leaders.
eBook
Stigma of a Label: Educational Expectations for High School Students Labeled with Learning Disabilities
Poorer outcomes for youth labeled with learning disabilities (LDs) are often attributed to the student's own deficiencies or cumulative disadvantage; but the more troubling possibility is that special education placement limits rather than expands these students' opportunities. Labeling theory partially attributes the poorer outcomes of labeled persons to stigma related to labels. This study uses data on approximately 11,740 adolescents and their schools from the Education Longitudinal Survey of 2002 to determine if stigma influences teachers' and parents' educational expectations for students labeled with LDs and labeled adolescents' expectations for themselves. Supporting the predictions of labeling theory, teachers and parents are more likely to perceive disabilities in, and hold lower educational expectations for labeled adolescents than for similarly achieving and behaving adolescents not labeled with disabilities. The negative effect of being labeled with LDs on adolescents' educational expectations is partially mechanized through parents' and particularly teachers' lower expectations.
Journal Article
Work Participation of Autistic Adolescents
This study sought to compare frequency of paid work by autistic adolescents to paid work by adolescents with other neurodevelopmental disorders and typically developing adolescents, and to examine whether demographic and clinical characteristics were associated with autistic adolescent employment with data from 2016-2019 National Survey of Children's Health. Rate of paid work was significantly lower in the autistic group (22.01%) than typically developing (49.38%) and other neurodevelopmental disorders (44.27%) groups. Younger age, lower household income, co-occurring intellectual disability, and more severe autism were associated with lower odds of an autistic adolescent having worked. This study indicates that work disparities impacting autistic individuals begin in youth and highlights the need for improved vocational support to address employment barriers for autistic youth.
Journal Article
Predictors of Successful Transition from School to Employment for Youth with Disabilities
Objective
This study examined data from the second National Longitudinal Transition Study to determine variables associated with post-high school competitive employment, and to develop a logistic regression model for predicting successful employment outcomes.
Design
A longitudinal survey design.
Setting
United States.
Participants
A nationally representative sample (
N
= 2,900) of special education students who exited high school in the 2002/2003 school year.
Main Outcome Measure
Any competitive employment during the 6-year study period.
Results
A number of predictors of competitive employment were confirmed, including high school employment experiences, parental expectations of post-high school employment, arrest record, and school type. The strongest predictors were high school employment experiences and parental expectations of a post-high school employment.
Conclusions
The current study supports finding of several prior studies and fail to support others, such as the importance of self-determination for adult success. The findings highlight two aspects of the transition process that are critical for success: employment training and work experiences in high school, and high parental expectations for their child’s future.
Journal Article
Prevalence of Educationally Significant Disabilities Among Deaf and Hard of Hearing Students
Deaf and hard of hearing (d/DHH) students are often labeled with one or more educationally significant disabilities in addition to their hearing loss. According to the Gallaudet Research Institution's most recent Annual Survey of Deaf and Hard of Hearing Children and Youth (2013), almost 40% of d/DHH students nationwide receive special education services for one or more comorbid disabilities. However, relatively few prevalence rate estimates have been published over the last decade. Knowledge regarding the current prevalence of educationally significant disabilities among d/DHH students is therefore limited. The present study surveyed teachers of the deaf and hard of hearing (TODHHs) in a midwestern state regarding the number of d/DHH students on their caseloads with one or more comorbid disabilities. Within the sample population (𝑁 = 451), nearly 65% were reported to receive special education services for disabilities other than deafness or hearing impairment.
Journal Article
Making College Work
Practical solutions for improving higher education opportunities for disadvantaged students
Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions.
The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students.
Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process.
While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.
eBook