Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities

Fowler, Catherine; Test, David W.; Cease-Cook, Jennifer; Toms, Ozalle M.; Bartholomew, Audrey; Scroggins, La' Shawndra

doi:10.1177/1044207313518072

Cited by 11 publications

(11 citation statements)

References 13 publications

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“…These findings have prompted calls for reform at both the middle school and high school levels (A. Duncan, 2011;Eccles, 2008;Fowler et al, 2014;Rourke, 2006).…”

mentioning

confidence: 99%

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

2016

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This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools.

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“…These findings have prompted calls for reform at both the middle school and high school levels (A. Duncan, 2011;Eccles, 2008;Fowler et al, 2014;Rourke, 2006).…”

mentioning

confidence: 99%

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

2016

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“…The second section of the rubric for evaluating financial literacy curricula includes principles of Universal Design for Learning (UDL). UDL provides a framework that allows students with differing learning needs to access the curriculum and instruction (CAST, 2011 [38]; Fowler et al 2014 [39]). By adapting a UDL framework, teachers can meet the diverse learning needs of all students through varying teaching methods and assessment techniques.…”

Section: Universal Design For Learningmentioning

confidence: 99%

Pre-Service Teachers’ Perception of Financial Literacy Curriculum: National Standards, Universal Design, and Cultural Responsiveness

Johnston-Rodriguez

Henning

2019

Education Sciences

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For youth with disabilities, the economic challenges of adulthood pose substantial risks. While the need for financial skills to navigate the economic climate is critical, access to financial education presents many challenges. High school is the optimal time for students with disabilities to access financial education; however, contact is limited. One factor in this limited access may be linked to special educators’ lack of knowledge of financial literacy curricula as such resources are typically not part of their teacher preparation. Using a rubric developed by Henning and Johnston-Rodriguez, preservice teachers evaluated five examples of relevant financial literacy curricula: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. Preservice teachers found one curriculum to be most comprehensive in teaching standards-based financial literacy concepts relevant to students with special needs as well as principles of universal design and cultural responsiveness. Each of the other curricula was found to have merit in some respects, suggesting an eclectic approach of mixing some of the curricula depending on teacher and student goals.

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“…Universal Design for Learning (UDL) provides a framework that allows students with differing learning styles to access the curriculum and instruction (CAST, 2011; Fowler et al, 2014). UDL permits a diverse spectrum of learners to access the material successfully by providing a range of strategies for learning the same content.…”

Section: Universal Design For Learningmentioning

confidence: 99%

Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

Henning

Johnston-Rodriguez

2018

Citizenship, Social and Economics Education

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Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

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Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities

Cited by 11 publications

References 13 publications

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

Pre-Service Teachers’ Perception of Financial Literacy Curriculum: National Standards, Universal Design, and Cultural Responsiveness

Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

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