In order to meet the demands of a 21st century global economy, all students, including those with disabilities must have a broader range of knowledge and skills. High school graduation rates and postsecondary education completion rates for students with disabilities is low, and individuals with disabilities also have lower employment rates, lower average hourly wages, and higher unemployment rates. Linked Learning is a secondary school reform targeted at preparing students for college and career. One of the main goals of Linked Learning is to provide students with an array of opportunities that will foster higher graduation rates as well as preparation for college and career.
This study focused on examining the test scores of students with disabilities in Linked Learning Pathways to see whether participating in an academic sequence combined with career technical education leads to better college preparedness. Quantitative research methods were employed to examine comparisons between students with disabilities participating in Linked Learning and students with disabilities not participating in Linked Learning. The scores from the California High School Exit Exam (CAHSEE) and the Early Assessment Program (EAP) in English and math were used for comparison.
This research found limited but promising evidence that Linked Learning students with disabilities outperformed their peers with disabilities who are not enrolled in Linked Learning on the CAHSEE English exam. There was no statistically significant difference between the two groups on the CAHSEE math exam. However, the research did reveal limited but promising evidence that students with disabilities participating in Linked Learning scored "unconditionally ready" on the English Early Assessment Program (EAP) examination at a higher rate than students with disabilities not participating in Linked Learning. This is significant because scoring "unconditionally ready" on the English EAP exempts students from the California State University (CSU) English Placement Test (EPT), and upon acceptance to a CSU allows placement in a CSU English composition class without remediation. Recommendations for policy, practice, and future research are also addressed.
|Commitee:||Austin, Donald, Scott, James|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Special education, Vocational education|
|Keywords:||Linked learning, Special education, Students with disabilities, Technical education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be