High expectations for postsecondary success includes believing in deaf* individuals’ capability to succeed and not viewing their opportunities as limited because they are deaf. These expectations are a necessary component of deaf youths’ environment to successfully navigate the transition from high school to postsecondary education or training.
Research brief, Publication
The Impact of High School Extracurricular Involvement on Postsecondary Outcomes Among Deaf and Hard of Hearing Youth
This study assessed the influence of extracurricular involvement on postsecondary outcomes for deaf individuals through a secondary analysis of data from the second National Longitudinal Transition Study.
Research brief, Publication, ASL translation
The National Deaf Center on Postsecondary Outcomes conducted a review of the literature on practices that address root causes of challenges to deaf individuals’ postsecondary attainment and identified five key impact areas. Evidence-based summaries of each of the five key impact areas are included in the document.
Research brief, Publication
Download, read and share state reports about postsecondary outcomes of deaf individuals in your state. This important information may benefit individuals and organizations in each state as strategies are identified and put in place for systemic changes to better postsecondary outcomes for deaf individuals.
This report provides a comprehensive overview of the most current data on educational attainment trends and trajectories for deaf individuals in the United States, serving as a resource for community members, educators, researchers, and policymakers.
This report provides a comprehensive overview of the most current data on employment trends and trajectories for deaf individuals in the United States, serving as a resource for community members, advocates, educators, researchers, and policy makers.
Research brief, ASL translation
This video is an ASL translation of our research article about the role of autonomy in the transition to employment, and how parents can facilitate autonomy development for their deaf children. The research article, released earlier, is available for download at the above link.
Publication, ASL translation
Non-Cognitive Factors That Support Postsecondary Persistence in Deaf and Hard of Hearing (DHH) Students
Persistence in postsecondary settings refers to the likelihood that a student will remain in school, particularly past the first year of enrollment. Although deaf student enrollment in postsecondary settings has seen a significant increase, students continue to face obstacles to completion of their postsecondary degree goals, with high rates of attrition. Facilitating successful persistence is thus a critical issue in increasing education and work options for individuals who are deaf.
This study assessed the influence of social skills on postsecondary outcomes for deaf individuals through a secondary analysis of data from the second National Longitudinal Transition Study.
This study reviewed education and disability literature to find that students with disabilities who employ self-advocacy skills achieve greater academic and lifetime outcomes, suggesting that deaf students would benefit from self-advocacy skill development.