Trending Up: A Cross-Cohort Exploration of STEM Career and Technical Education Participation by Low-Income Students

2019 ◽  
Vol 25 (1) ◽  
pp. 55-78
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried ◽  
Daniel Klasik
Keyword(s):  
Career And Technical Education ◽  
Low Income ◽  
Technical Education ◽  
Low Income Students ◽  
Career And Technical ◽  
Education Participation ◽  
Stem Career

Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students With Disabilities

2021 ◽  
pp. 0013189X2110063
Author(s):  
Roddy Theobald ◽  
Jay Plasman ◽  
Michael Gottfried ◽  
Trevor Gratz ◽  
Kristian Holden ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Career And Technical Education ◽  
Technical Education ◽  
Long Term Outcomes ◽  
Career And Technical ◽  
Engineering Mathematics ◽  
Education Participation ◽  
Nationally Representative ◽  
Occupational Career

We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Under the definitions operating at the time, though, we show that participation by students with disabilities in applied science, technology, engineering, mathematics, and medical/health (STEMM) CTE courses has increased over time, both nationally and in Washington. These trends are encouraging given prior evidence linking applied STEMM-CTE participation to better long-term outcomes for students with disabilities.

It's Good Until It's Not: The Curvilinear Relationship Between Affective School Engagement and Career and Technical Education Participation

2020 ◽  
Vol 45 (3) ◽  
pp. 45-62
Author(s):  
David K. Diehl
Keyword(s):  
Career And Technical Education ◽  
School Engagement ◽  
Technical Education ◽  
Curvilinear Relationship ◽  
Affective Engagement ◽  
Career And Technical ◽  
Linear Relationships ◽  
Academic Courses ◽  
Education Participation ◽  
Curvilinear Relationships

Practitioners, researchers, and policymakers are interested in the potential of Career and Technical Education (CTE) to improve student outcomes by increasing students' affective engagement - their feelings of belonging at school and valuing what they are learning. Little research has studied the relationship between the breadth of participation in CTE and affective engagement; however, to help fill in this gap, this paper draws on data from a large, multi-ethnic high school, to examine the linear and non-linear relationships of participation in CTE with affective engagement at school. Results of multiple regressions revealed curvilinear relationships between students' affective engagement and the number of CTE courses they took and the number of afterschool and weekend hours spent working on CTE related businesses. These findings suggest a middle-range mix of CTE and academic courses are associated with higher levels of affective engagement with school.

scholarly journals The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

2018 ◽  
Vol 13 (2) ◽  
pp. 119-148 ◽  
Author(s):  
Shaun M. Dougherty
Keyword(s):  
High School ◽  
Human Capital ◽  
Career And Technical Education ◽  
Low Income ◽  
Capital Accumulation ◽  
Standardized Test ◽  
Technical Education ◽  
Ordinary Least Squares ◽  
High Stakes ◽  
Career And Technical

Earlier work demonstrates that career and technical education (CTE) can provide long-term financial benefits to participants, yet few have explored potential academic impacts, with none in the era of high-stakes accountability. This paper investigates the causal impact of participating in a specialized high school-based CTE delivery system on high school persistence, completion, earning professional certifications, and standardized test scores, with a focus on individuals from low-income families, a group that is overrepresented in CTE and high school noncompleters. Using administrative data from Massachusetts, I combine ordinary least squares with a regression discontinuity design that capitalizes on admissions data at three schools that are oversubscribed. All estimates suggest that participation in a high-quality CTE program boosts the probability of on-time graduation from high school by 7 to 10 percentage points for higher income students, and suggestively larger effects for their lower-income peers and students on the margin of being admitted to oversubscribed schools. This work informs an understanding of the potential impact of specific CTE program participation on the accumulation of human capital even in a high-stakes policy environment. This evidence of a productive CTE model in Massachusetts may inform the current policy dialog related to improving career pathways and readiness.

Community College Participation in Distance Learning for Career and Technical Education

2008 ◽  
Vol 32 (9) ◽  
pp. 665-687 ◽  
Author(s):  
Angela D. Benson ◽  
Scott D. Johnson ◽  
John Duncan ◽  
Olga N. Shinkareva ◽  
Gail D. Taylor ◽  
...  
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Career And Technical ◽  
College Participation

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

Sign in / Sign up

Export Citation Format

Share Document