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.

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.

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.

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.

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