scholarly journals The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

2021 ◽  
pp. 1-46
Author(s):  
Eric J. Brunner ◽  
Shaun M. Dougherty ◽  
Stephen L. Ross
Keyword(s):  
High School ◽  
Fixed Effects ◽  
Male Students ◽  
Quarterly Earnings ◽  
Career And Technical ◽  
Technical High School ◽  
Percentage Points ◽  
College Going ◽  
General Skills ◽  
Technical High Schools

Abstract We examine the effect of attending stand-alone technical high schools in Connecticut using regression discontinuity. Male students are 10 percentage points more likely to graduate from high school and have half a semester less time enrolled in college. Male students have 32% higher average quarterly earnings. Earnings effects may in part reflect general skills: male students have higher attendance rates and test scores, industry fixed effects explain less than 1/3rd of earnings gains and large earnings gains persist past traditional college going years. Attending a technical high school does not affect the outcomes of female students.

Joint Education Program Between Technical High School and University for Technical High School Student ThroughDeveloping Robots

2011 ◽  
Vol 23 (5) ◽  
pp. 840-849
Author(s):  
Ryohei Shimanuki ◽  
◽  
Shuro Nakajima ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
School Students ◽  
Course Content ◽  
Technical High School ◽  
Chiba Prefecture ◽  
Wide Range ◽  
Working People ◽  
Technical High Schools

This report details, in terms of the management and course content, joint projects between technical high schools in Chiba Prefecture, Japan, and a university. The projects were courses that intended to improve, through a wide range of manufacturing activities involving the development of robots, the manufacturing abilities and basic skills as working people of technical high school students. In 2009 and 2010, various high schools and a university ran courses in cooperation, and through questionnaire surveys we discovered the significance of the use of robots as an educational subject of study and learned useful points regarding the course content.

Overview of English for Specific Purposes in a Technical High School “Lutfi Musiqi” in Vushtrri

2017 ◽  
Vol 7 (2) ◽  
pp. 133-139
Author(s):  
Albulena Pllana Breznica ◽  
Zana Pllana ◽  
Fisnike Pllana
Keyword(s):  
High School ◽  
Qualitative Methods ◽  
Language Skills ◽  
English For Specific Purposes ◽  
Male Students ◽  
Technical High School ◽  
Technical University ◽  
Quantitative And Qualitative Methods ◽  
Professional Studies

Abstract This research outlines the challenges and obstacles of introducing English for Specific Purposes (ESP) in a Technical High School “Lutfi Musiqi” in Vushtrri, and most importantly, the benefits for the students, who can use this acquired knowledge in their future professions as well. In spite of the fact that most of the students are likely to get employed after they graduate from this school, there will always be some of them, who might continue their studies at a Technical University. Having a sound base of English, ESP will equip students with the relevant professional vocabulary and language skills needed for their further professional studies. The students were 17 up to 18 years old; they’re attending the 12th grade in the secondary Technical High school. The total number was 56. Because of the nature of this school there were more male students than female. This research was realized by the quantitative and qualitative methods through questionnaires I used with my students.

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.

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