Issue link: http://educator.cta.org/i/1081161
more than 20 students. " With small classes of one teacher to eight students, we can prepare stu- d ents for graduation and jobs in th e larger world," says Margolin. "As of now, we have almost all big classes due to L AUSD's budget issues. Can you imag- ine that I am now teaching two courses — Financi al Algebra 1 and Financi al Algebra 2 — to 23 Deaf students during the same period? It's not quality time." "I feel LAUSD has not concentrated on quality Deaf Education," she continues. "This failure impedes opportunities for graduates. Many students do not reach grade level in math." Data from the National Deaf Center on Postsecondary Outcomes show Deaf people attain lower levels of education than their hearing peers. In 2015, 83 per- cent of Deaf adults in the United States had successfully completed high school, c o m p a re d t o 8 9 p e r c e n t o f h e a r i n g adults. The gap in educational attain- ment between Deaf and hearing was the widest, at 15 percent, among individuals who had earned a bachelor's degree. is is important because increasing levels of educational attainment has been shown to narrow the employment gap between Deaf and hearing individuals. Research shows that only 18 percent of Deaf adults in the United States have a bachelor's degree or more, compared to 33 percent of hearing adults. Ev e r y o n e a g r e e s t h a t i t 's t i m e t o close th e achievem ent gap. However, b e c a u s e Ma rl t o n h a s su f f e re d m o re t h a n i t s s h a r e o f b u d g e t c u t s a n d neglect, staff and students say they feel marginalized and unsupported. Janette Duran, a Marlton School coun- selor, says students face challenges in addition to being Deaf, since most are poor and minorities. "Given the history of how students of color have been marginalized in school districts across many generations, with schools and administrations neglecting students' multiple social experiences, the hope is that L AUSD can recognize that this reality is intensified with our D e a f s t u d e n t s , g i v e n t h e i r m u l t i p l e intersections." A strong sense of community D e spit e dif f icult c onditions and low morale, educators are passionate about M a r l t o n , a n d s a y w o r k i n g t h e r e i s extremely rewarding. "I believe that Marlton has the poten- tial to allow Deaf students to be more Stephanie Johnson, Marlton teacher and UTLA chapter chair, communicates with student Anthony Aguilar. Marlton audiologist Mallorie Evans says students' attachment to the nurturing school is deeper than at most other schools. 36 cta.org feature