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.

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 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.

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