Is There a Career and Technical Education Coursetaking Pipeline between High School and College?

2019 ◽  
Vol 121 (3) ◽  
pp. 1-32
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried ◽  
Cameron Sublett
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
Fixed Effects ◽  
Technical Education ◽  
Research Question ◽  
Career And Technical ◽  
Research Questions ◽  
Nationally Representative ◽  
Els 2002 ◽  
The Relationship

Background Previous studies have explored the relationship between career and technical education (CTE) on numerous secondary and college outcomes. However, a key oversight in the literature is the examination of the CTE coursetaking pipeline as it makes a direct connection between high school and college. Research Questions We asked the following research questions to address the gap in CTE literature around secondary to postsecondary pipelines: (1) Does taking CTE courses in high school predict taking CTE courses in college? (2) Does this relationship differ between students who attend 2- and 4-year colleges? (3) Does the relationship differ by different areas of CTE? Research Design To respond to these questions, we used the Education Longitudinal Study of 2002 (ELS:2002), a nationally representative dataset. We employed basic logistic regression, school fixed effects, and instrumental variable estimations to reduce biases in our estimations in the relationship between high school and college CTE coursetaking. Results We found that CTE coursetaking in high school linked to overall CTE coursetaking across all years of college. When examining 2- and 4-year college coursetaking independently, only the relationship between high school and 4-year college CTE coursetaking was significant. We also found that there existed differential linking based on type of institution in which the courses were completed and area of CTE—specifically, applied STEM, business, trade and industry, and health. Conclusions A first implication from these findings is that CTE in high school, which is itself funded through the current iteration of the Perkins legislation, appears to be having a noticeable link to CTE participation in college. From the second research question, there could very well be a strong connection between high school CTE and 2-year enrollment that is not reflected in first year CTE coursetaking at the 2-year level. Finally, the implications from the third research question speak to the need to focus on CTE as a group of individual categories as opposed to a single overarching group.

Then and Now: Depicting a Changing National Profle of STEM Career and Technical Education Course Takers

2020 ◽  
Vol 122 (2) ◽  
pp. 1-28
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried ◽  
Ethan L. Hutt
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Career And Technical Education ◽  
Fixed Effects ◽  
Technical Education ◽  
Ordinary Least Squares ◽  
Female Students ◽  
Least Squares Regression ◽  
Career And Technical ◽  
Research Questions

Background After nearly a century of federal policies focusing on career-related high school coursework, a 2006 policy reauthorization especially called for increased rigor in STEM-themed career and technical education (CTE) courses and increased participation from all students, and particularly women and those with disabilities. We explore whether this reauthorization helped meet these calls for increased participation. Research Questions We asked the following research questions in exploring the implementation of the Perkins IV act: (1) How have the predictors of participation in AS-CTE coursework changed during the decade between 2004 and 2013? (2) Were students in the class of 2013 more likely to participate in AS-CTE than those in the class of 2004? (3) Is there a specific difference in AS-CTE participation for female students and students with disabilities in the class of 2013 as compared to the class of 2004? Research Design To respond to these questions, we merged two nationally representative datasets—the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:2009). We employed basic logistic regression to explore changes in participation and ordinary least squares regression to explore changes in credit accumulation. We also utilized double hurdle and state fixed-effects models to account for various potential biases. Results We found that there were slight changes in predictors of applied STEM CTE course-taking, though female students remained significantly less likely than male students to participate in each cohort. Exploring across cohorts, we found students in the later cohort (HSLS:2009) to be both more likely to participate in applied STEM CTE and more likely to complete more units. Finally, when exploring female students and students with IEPs, we found that these students were more likely to participate in applied STEM CTE, but were not more likely to complete more units. Conclusions A first implication from these findings is that it appears the national efforts and sentiments around increasing high schoolers’ participation in CTE course-taking have taken hold. Second, it appears there may be a specific role for states as they look to grow participation in applied STEM CTE—and CTE in general. Finally, additional focus needs to be placed on increasing CTE participation for underrepresented students.

Track Placement and the Motivational Predictors of Math Course Enrollment

2017 ◽  
Vol 119 (11) ◽  
pp. 1-34
Author(s):  
Marcela Reyes ◽  
Thurston Domina
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Research Question ◽  
Motivational Beliefs ◽  
Course Enrollment ◽  
Student Groups ◽  
College Expectations ◽  
Nationally Representative ◽  
Els 2002

Background Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question This study addresses three research questions: First, how do students’ math course enrollment and motivational beliefs (i.e., self-efficacy in math, math utility, interest in math, and college expectations) differ by math track? Second, what is the relationship between students’ motivational beliefs and their decision to take four years of math? Third, to what extent does this relationship vary by math track and whether a student passes or fails a math course? Much of the relevant prior literature approaches these relations primarily from an individualistic psychological perspective, viewing motivation as a student-level attribute that similarly effects students’ decision-making process. By contrast, our analyses take a more contextual approach, focusing particular attention on the ways in which students’ math track placements shape their academic approaches and moderate the link between motivation and course-taking. Research Design This study uses secondary restricted-access data from the nationally representative Education Longitudinal Study (ELS: 2002). Students were surveyed and tested in mathematics during the base year (2002). In the follow-up (2004) year, data collectors requested academic transcripts for all participants along with follow-up student surveys and an additional math exam. Findings Our results coincide with previous motivation research that shows that students opt to take additional math courses when they are interested in math, consider themselves skillful in math, and have high college expectations. But the motivational predictors of math course enrollment vary with students’ initial math placement. For above-track students, interest in math is the strongest indicator that they will take four years of math, followed by self-efficacy in mathematics and college expectations, respectively. In contrast, for both low-track and on-track students, the strongest indicator of taking four years of math is college expectations. Conclusions Our study focused on students’ motivation and course enrollment, but this does not diminish the importance of tracking, curricular rigor, and teacher pedagogy. This study provides an additional way to improve inequities in math course enrollment, which is by making explicit recommendations for enhancing students’ motivation. Understanding which particular beliefs have the greatest influence on specific student groups allows educators to appropriately allocate limited resources and increase math course enrollment. This would likely be more effective than a one-size-fits-all approach.

Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas

2017 ◽  
Vol 33 (7) ◽  
pp. 1002-1046 ◽  
Author(s):  
Matt S. Giani
Keyword(s):  
High School ◽  
Vocational Education ◽  
Career And Technical Education ◽  
Social Stratification ◽  
Technical Education ◽  
Underrepresented Students ◽  
Economic Benefits ◽  
Career And Technical ◽  
Postsecondary Access ◽  
Perkins Iv

Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary.

High School Dropout and the Role of Career and Technical Education: A Survival Analysis of Surviving High School

2008 ◽  
Vol 81 (4) ◽  
pp. 345-370 ◽  
Author(s):  
Stephen B. Plank ◽  
Stefanie DeLuca ◽  
Angela Estacion
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
Technical Education ◽  
High School Dropout ◽  
School Dropout ◽  
School Curriculum ◽  
Dropping Out ◽  
High School Curriculum ◽  
Career And Technical ◽  
Academic Courses

This article uses data from the National Longitudinal Survey of Youth 1997 to investigate high school dropout and its association with the high school curriculum. In particular, it examines how combinations of career and technical education (CTE) and core academic courses influence the likelihood of leaving school. Hazards models indicate a significant curvilinear association between the CTE-to-academic course-taking ratio and the risk of dropping out for youths who were aged 14 and younger when they entered the ninth grade (not old for grade). This finding suggests that a middle-range mix of exposure to CTE and an academic curriculum can strengthen a student's attachment to or motivation while in school. The same association was not found between course taking and the likelihood of dropping out for youths who were aged 15 or older when they entered high school, thus prompting further consideration of the situation of being old for grade in school settings that remain highly age graded in their organization.

scholarly journals Career and Technical Education Experiences Relationship to Technology Attitudes, Self-regulation and Grit

2020 ◽  
Vol 9 (1) ◽  
pp. 79
Author(s):  
Kendall Hartley ◽  
Xue Xing
Keyword(s):  
High School ◽  
Academic Success ◽  
Career And Technical Education ◽  
Technical Education ◽  
Positive Impact ◽  
Self Regulation ◽  
Positive Correlation ◽  
Career And Technical ◽  
Self Regulated Learning ◽  
Technology Attitudes

Career and Technical Education (CTE) secondary school experiences have a positive impact on career development and academic achievement. This study explores other positive impacts such as technology attitudes, persistence, and cognitive traits that are associated with career and academic success. This study investigated the relationships between high school CTE experiences of 103 pre-service education students and technology attitudes, grit, and self-regulated learning. The results demonstrate a statistically significant positive correlation between the number of CTE courses taken in high school and technology dependence. Similarly, there is a positive correlation between CTE courses and self-regulatory skills. Grit was positively correlated with internship experiences in high school.

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