Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents

A longitudinal study of 451 deaf adolescents in 15 local school districts across the United States addressed the cumulative impact of mainstream placement on achievement and grade point average (GPA). Initial between-group differences accounted for a greater proportion of the variance in actual achi...

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Bibliographic Details
Published in:Exceptional children 1993-09, Vol.60 (1), p.73-81
Main Author: Kluwin, Thomas N.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Deaf adolescents
Deafness
Difficulty Level
High schools
Integration
Mainstreaming
Outcomes of Education
Performance Factors
Racial Differences
Racial Factors
Secondary Education
Student Placement
Teenagers
USA
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Summary:A longitudinal study of 451 deaf adolescents in 15 local school districts across the United States addressed the cumulative impact of mainstream placement on achievement and grade point average (GPA). Initial between-group differences accounted for a greater proportion of the variance in actual achievement but less so for GPA. Advantages accrued to the more mainstreamed students; however, this may be as much related to overall course selection during high school as to the degree of mainstreaming of the student. Students who attended more classes and attended more academically demanding classes did have higher achievement levels across placement categories. The apparent cumulative effect of mainstream placement may be as much a product of different patterns of educational programming as of the advantage of a specific placement. Race as an expression of a constellation of variables was the largest factor in achievement differences but did not affect cumulative GPA.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440299306000107