Myth Busting With Data: Longitudinal Models of Reading and Mathematics Achievement in Deaf Students

• In Event: Longitudinal Studies SIG Paper Session

Abstract

: Deaf and hard of hearing (deaf) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to the understanding of how academic achievement for deaf students progresses over time and where they may need additional support on their academic journey to achieve at the level of their hearing peers. This study provides an analysis from NWEA MAP® Growth™ data from grades 2-8 across seven reading and mathematics domains over a period of five years. Results indicate that both deaf and hearing students continue to build skills through this period, and that deaf students, in particular, do not plateau in the early elementary grades.

Authors

• Stephanie W. Cawthon, The University of Texas at Austin

• Elizabeth Barker, NWEA

• Johny Daniel, Boston University

• North Cooc, The University of Texas at Austin