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

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

•Collaboration:▫Office for Diversity and Inclusion

▫Office of Academic Quality (OAQ)

▫Gallaudet Research Institute (GRI)

Increasing our capacity at gaining evidence-based insights

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

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

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

Annual Survey Variables (2009-2010)

•High school age students information:

▫Ethnoracial identification

▫Hearing loss or deafness

▫Economic disadvantage status

▫Geographic region

▫Instructional setting

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

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.

Major FindingsFocus on:Application, Enrollment, and Persistence among Deaf and Hard of Hearing High School Students Seeking to Become Gallaudet Freshmen in 2010-2011

The focus is onNational

Population Relative to …

High School Diversity

Experience Relative to …

Applicants to

Gallaudet

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

Trending More White (Table 2.1, p. 36)

Applied Admitted Matriculated Returned0%

10%

20%

30%

40%

50%

60%

70%

80%

White Black Hispanic Asian

Am. Indian Child Count Child Count Child Count

Child Count Child Count

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 Status

Region Applied (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 33.2

West 17.6 18.8 17.9 17.5 19.2 25.1

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+ peers

Ann. Surv. Ann. Surv. Ann. Surv. Ann. Surv.

Schools for the Deaf

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)

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 Status

Program 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 13.0

1 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

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

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

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

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

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

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

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

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

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

GRI’s Annual Survey Contributions

• Family hearing loss study

• Transition study

• Cochlear implant studies

• Students with autism

• SAT norming