scholarly journals The influence and outcomes of high school to college transition policy (Tech Prep) for career and technical education students in Massachusetts

2012 ◽  
Author(s):  
Christine Shaw
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
College Transition ◽  
Technical Education ◽  
Tech Prep ◽  
Education Students ◽  
Career And Technical ◽  
High School To College ◽  
Transition Policy

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.

High School to College Transition Policy in the American States

2008 ◽  
Vol 23 (2) ◽  
pp. 385-418 ◽  
Author(s):  
Michael McLendon ◽  
Donald E. Heller ◽  
Stephanie Lee
Keyword(s):  
High School ◽  
College Transition ◽  
American States ◽  
High School To College ◽  
Transition Policy

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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