high school diversity experiences of entering gallaudet students (2010-2011)
DESCRIPTION
High School Diversity Experiences of Entering Gallaudet Students (2010-2011). Report prepared for Dr. Angela McCaskill by Ross E. Mitchell, Ph.D. in cooperation with the Gallaudet Research Institute. Annual Survey team: Sue Hotto , Kay Lam, John Woo. The study builds on existing strengths. - PowerPoint PPT PresentationTRANSCRIPT
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High School Diversity Experiences of Entering Gallaudet Students(2010-2011)
Report prepared for Dr. Angela McCaskill by Ross E. Mitchell, Ph.D.in cooperation with the Gallaudet Research Institute.
Annual Survey team: Sue Hotto, Kay Lam, John Woo
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The study builds on existing strengths
Used available data to inform our understanding of the relationship between student diversity and enrollment.
Pilot Demonstration: First time linking GRI’s “Annual Survey” with OAQ’s enrollment data
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•Collaboration:▫Office for Diversity and Inclusion ▫Office of Academic Quality (OAQ)▫Gallaudet Research Institute (GRI)
Increasing our capacity at gaining evidence-based insights
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Understanding Diversity Experiences
• Deaf and Hard of Hearing High School Students in 2009-2010:
▫ The range of ethnoracial and other diversity experiences
• Gallaudet University Freshmen in 2010-2011:
▫ The ethnoracial and other diversity experiences of Gallaudet
applicants and matriculants
▫ Prospects for increasing and maintaining enrollment diversity at
Gallaudet
Purpose of Study
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This report looks atNational Population of Students with Hearing
Impairment
High School Age D/HH Students
Applicants to
Gallaudet
IDEA Child Count
Annual
Survey (GRI)
Gallaudet OAQ
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Gallaudet OAQ Variables• Students information:
▫Ethnoracial identification
▫Geographic region of high school
▫Enrollment statuses Applied (2009-2010) Admitted (2009-2010) Deposit Paid (2009-2010) Matriculated (2010-2011) as freshman Returned (2011-2012) as sophomore
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Annual Survey Variables (2009-2010)
•High school age students information:▫Ethnoracial identification
▫Hearing loss or deafness
▫Economic disadvantage status
▫Geographic region
▫Instructional setting
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Annual Survey Variables (2009-2010)
•High schools information:▫Deaf and hard of hearing peer group size
▫Hearing loss or deafness diversity
▫Ethnoracial diversity
▫Instructional setting diversity
▫Economic disadvantage status diversity
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IDEA Child Count Variables*
•Students with hearing impairment information:▫Ethnoracial identification
▫Geographic region* U.S. Department of Education (2010), 29th Annual Report to
Congress on the Implementation of the Individuals with Disabilities Act, 2007, Volume 2.
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Major FindingsFocus on:Application, Enrollment, and Persistence among Deaf and Hard of Hearing High School Students Seeking to Become Gallaudet Freshmen in 2010-2011
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The focus is onNational Population Relative to
…
High School Diversity Experience Relative to …
Applicants to
Gallaudet
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Overall Patterns
•Students who apply, enroll, and persist
are:
▫More likely to be white at each decision
point
▫From geographically proximal locations
▫Largely from residential schools for the
deaf
▫From less disadvantaged circumstances
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Trending More White (Table 2.1, p. 36)
Applied Admitted Matriculated Returned0%10%20%30%40%50%60%70%80%
White Black Hispanic AsianAm. Indian Child Count Child Count Child CountChild Count Child Count
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Consistently Closer to DCTable 2.2 Percentage of 2009-2010 Gallaudet University applicants at each phase of admissions (2009-2010), matriculation (2010-2011), and retention (2011-2012) monitoring by region of the United States.
Applicant StatusRegion Applie
d (N=418)
Admitted (N=276)
Paid Deposit (N=233)
Matriculated (N=220)
Returned (N=162)
Child Count (N=71,439)
Northeast 20.3 20.3 18.8 19.3 17.3 16.4
Midwest 18.2 19.5 21.4 21.2 19.9 25.2
South 43.9 41.4 42.0 42.0 43.6 33.2West 17.6 18.8 17.9 17.5 19.2 25.1
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From Schools for the Deaf (Table 2.3, p. 38)
Applied Admitted Matriculated Returned0%
10%
20%
30%
40%
50%
60%
70%
No peers 2-5 peers 11-29 peers 30+ peersAnn. Surv. Ann. Surv. Ann. Surv. Ann. Surv.
Schools for the Deaf
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Where Intervention May Be Needed•Students who are disproportionately not
admitted:
▫Solitaire* applicants* Only deaf or hard of hearing student in high school (no
peers)
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Fewer Solitaires AdmittedTable 2.3 Percentage of 2009-2010 Gallaudet University applicants at each phase from application (2009-2010) through retention (2011-2012) by deaf and hard of hearing student high school program size (no. of peers in 2009-2010).
Applicant StatusProgram Size
Applied (N=418)
Admitted (N=276)
Paid Deposit (N=233)
Matriculated (N=220)
Returned (N=162)
Annual Survey (N=12,598)
No peers 10.8 5.4 5.6 5.5 6.2 13.01 peer 12.4 12.0 12.9 12.7 12.3 9.2
2-5 peers 13.6 10.9 11.2 10.5 9.9 20.2
6-10 peers 3.6 3.3 3.4 3.2 3.1 12.611-29 peers 7.4 7.6 6.9 5.9 4.3 10.0
30+ peers 52.2 60.9 60.1 62.3 64.2 35.0
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Intervention Needs & Successes• Students who are disproportionately not admitted:
▫Black applicants
• Students who disproportionately do not persist:
▫Asian/Pacific Islander matriculants
• Students who notably enroll:▫Hispanic applicants, particularly, from the West
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Declines and Successes (Table 2.1, p. 36)
Applied Admitted Matriculated Returned0%2%4%6%8%
10%12%14%16%18%
Black Hispanic Asian Am. Indian
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Next StepsUnderstand more about:•Deaf and hard of hearing high school students who may apply•Facilitating successful matriculation of diverse applicants•Gallaudet student experiences with an emphasis on retention
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High Schools Serving Deaf Students•Learn more about mainstream high schools
that serve deaf and hard of hearing students:▫Link National Center for Education Statistics
(NCES) school databases to the Annual Survey Public schools: Common Core of Data Private schools: Private School Survey
▫Describe total school setting for deaf education in mainstream
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Transition to College Support•Identify and encourage successful transition
from high school to college for students of color:▫Academic preparation▫Familial understanding and attitudes about
postsecondary education▫High school college and career counseling▫Financial aid application support and
assistance
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College Success at Gallaudet•Identify and encourage successful behaviors
and respond to identified needs for support:▫Obtain students’ perceptions of diversity
experiences▫Provide social and academic support for
students of color▫Facilitate on-campus residential opportunities▫Promote and maintain ethnoracial diversity
through curriculum and extra-curriculum
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Coordinated Database Development•Jointly monitor high school student
interest in Gallaudet, and the undergraduate experience of those who enroll, by coordinating among:▫Office of Academic Quality▫Office of Enrollment Management▫First Year Experience Program▫Gallaudet Research Institute
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Maintaining StrengthAnnual Survey of Deaf and Hard of Hearing Children and Youth• Unique source of detailed information• More current than any other deafness-specific study• Consistent design permits trend monitoring
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Annual Survey of Deaf and Hard of Hearing Children and Youth
• 40+ years of data collected on children & youth across the
U.S.
• Large-scale- Avg. 40,000 responses
• Give Gallaudet the “eyes” to see conditions and future
trends:
Ethnoracial diversity
Maternal rubella “bulge” of 1980’s
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GRI’s Annual Survey Contributions
• Family hearing loss study
• Transition study
• Cochlear implant studies
• Students with autism
• SAT norming