The Impact of Career and Technical Education on Students With Disabilities

2018 ◽  
Vol 29 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Shaun M. Dougherty ◽  
Todd Grindal ◽  
Thomas Hehir
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Career And Technical Education ◽  
Large Scale ◽  
Technical Education ◽  
Policy And Practice ◽  
General Education Students ◽  
Career And Technical ◽  
The Impact

Evidence suggests that participating in career and technical education (CTE) in high school, on average, positively affects general education students when transitioning from education to the workforce. Yet, almost no large-scale causal research has explored whether academic benefits also accrue to students with disabilities in CTE. This omission is glaring given that students with disabilities participate in high school CTE programs at high rates. We use multiple years of administrative data from Massachusetts to estimate the effect of participating in CTE on the academic outcomes of students with disabilities. Compared with peers with similar disabilities who do not participate in CTE, students with disabilities in CTE programs perform comparably on standardized measures of student achievement but have higher probabilities of graduating from high school on time or earning industry-recognized certificates. Implications for policy and practice, particularly with regard to scaling access to similar programs, are discussed.

The effect of student motivation on career and technical education program completion and continuation

2018 ◽  
Author(s):  
◽  
Alisha K. Conley
Keyword(s):  
High School ◽  
High School Students ◽  
Career And Technical Education ◽  
Extrinsic Motivation ◽  
Technical Education ◽  
School Students ◽  
Training Environment ◽  
Career And Technical ◽  
Rural And Urban ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] President Obama's Race to the Top initiative encourages college and career readiness among high school students. Career and Technical Education (CTE) is an integral part of many students' success, specifically if they want to pursue a career that does not require a four-year degree. Various programs are offered to high school students to jumpstart their careers in a hands-on training environment. This study explores the motivations of CTE program completers to pursue or not pursue the career path that they studied during high school. Participants were interviewed using a semi-structured approach. The interviews take an inside look at the stories of eight program completers who share their personal experiences during high school, as well as their current endeavors. Participants were asked questions pertaining to their motivations to choose a program, their experiences during a program, including interactions with both the instructor(s) and other students and their motivations to continue their program-related career or switch to a different career. The results validate the impact of both intrinsic and extrinsic motivation on the career decisions that CTE graduates make. If career placement is the main focus of Career and Technical Education, then the marketing strategies should be reevaluated to more appropriately showcase the intentions of CTE. This study leads to further research by broadening the sample, specifically rural and urban settings. Career and Technical Education is a valuable opportunity for high school students that should be encouraged, with appropriate guidance from involved educators.

The Impact of Youth Apprenticeship and Employability Skills Programs on Career & Technical Education Concentrator-Completer Post Graduation Outcomes

2019 ◽  
Vol 44 (3) ◽  
pp. 3-14
Author(s):  
Joel Mindham ◽  
Deanna Schultz
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
Technical Education ◽  
Employability Skills ◽  
Career And Technical ◽  
Program Of Study ◽  
School Career ◽  
Learning Programs ◽  
Apprenticeship Program ◽  
The Impact

Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes.<br/> This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.

Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities

2018 ◽  
Vol 52 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Trevor M. Gratz ◽  
Kristian L. Holden
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
General Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
College Attendance ◽  
Students With Learning Disabilities ◽  
Postsecondary Outcomes ◽  
Career And Technical ◽  
General Education Classrooms

We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a “concentration” of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades.

Students With Intellectual Disabilities and Career and Technical Education Opportunities: A Systematic Literature Review

2018 ◽  
Vol 29 (2) ◽  
pp. 82-96 ◽  
Author(s):  
Allison R. Lombardi ◽  
Shaun M. Dougherty ◽  
Jessica Monahan
Keyword(s):  
Literature Review ◽  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Career And Technical Education ◽  
Systematic Literature Review ◽  
Technical Education ◽  
Career Readiness ◽  
Policy And Practice ◽  
Career And Technical

Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students with disabilities and, specifically, intellectual disabilities, to identify best practices. Results show that few studies differentiate programs on the basis of disability type, and of those that do, intellectual disability was one of multiple disability types represented in studies. Moreover, the majority of studies focused on preparation of students with disabilities for low wage work, and very few focused on a more sophisticated career pathway and/or postsecondary education and training. Given the current policy climate that focuses on college and career readiness, the paucity of CTE and disability-focused studies in the literature is troublesome, and calls for more targeted research studies to be conducted to inform policy and practice.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study

1998 ◽  
Vol 64 (4) ◽  
pp. 439-450 ◽  
Author(s):  
Gerald Tindal ◽  
Bill Heath ◽  
Keith Hollenbeck ◽  
Patricia Almond ◽  
Mark Harniss
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Large Scale ◽  
Standard Condition ◽  
Standard Test ◽  
Test Administration ◽  
General Education Students ◽  
Trained Teacher ◽  
Reading And Math ◽  
Math Test

In this study, fourth-grade special and general education students took a large-scale state-wide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. On both reading and math tests, students bubbled in answers on a separate sheet (the standard condition) for half the test and marked the test booklet directly (the accommodated condition) for the other half of the test. For a subgroup of students, the math test was read to them by a trained teacher. Although no differences were found in the response conditions, an interaction was found in the test administration conditions (orally reading the test), supporting this accommodation for students with disabilities.

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.

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