The parents of the deaf and hard-of-hearing students (henceforth, “deaf”), who enroll in the National Technical Institute for the Deaf (NTID),1 where this study was conducted, have high aspirations for their sons and daughters.
The central point is that the more a student interacts with academic and social systems at a particular institution, the more likely that student will persist.
For this group of underprepared students, results show that personal factors can play a significant role in academic success. Secretary of Education Margaret Spellings praised educators and policy makers for getting more students into college and criticized them for not doing enough to help them graduate from college (U. Department of Education, Spellings Report, 2006, p. According to Kuh, Kinzie, Schuh, and Whitt (2010), graduation rates have “hovered around 50 percent” for decades.
Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence. For example, at “one of the premier community colleges in California,” over half of all first-time freshman drop out within 1 year and most leave after one semester (Barr, 2007). Census Bureau data in placing a monetary value on the bachelor's degree: “Over a lifetime, an individual with a bachelor's degree will earn an average of .1 million—nearly twice as much as a worker with only a high school diploma” (U. Department of Education, Spellings Report, 2006, p. Students dropping out of publicly funded colleges before graduation is viewed today as an unacceptable waste of public funds.
Both studies investigate the extent to which Vincent Tinto's longitudinal model of student persistence in college (Tinto, Love, & Russo, 1994) applies to the experience of deaf students.
In general terms and related to the model's central point, it does.