The Relationship Between Career And Technical Education Enrollment And College And Career Readiness Outcomes

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The Relationship Between Career and Technical Education Enrollment and College and Career Readiness Outcomes

Author : Daniel Soliz (Jr.)
Publisher :
ISBN 13 :
Total Pages : 94 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis The Relationship Between Career and Technical Education Enrollment and College and Career Readiness Outcomes by : Daniel Soliz (Jr.)

Download or read book The Relationship Between Career and Technical Education Enrollment and College and Career Readiness Outcomes written by Daniel Soliz (Jr.) and published by . This book was released on 2021 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: College and career readiness for K-12 students has become a priority of legislatures and educational leaders in the United States. In recent years, Texas public school leaders have emphasized the importance of maximizing the percentage of College, Career and Military Ready (CCMR) graduates. The specific problem studied was that a low percentage of students in Texas, in comparison to the state's graduation rate, graduate with a CCMR distinction. Career and Technical Education (CTE), a component of K-12 education, can assist school leaders in maximizing college and career readiness for students. However, it was not clear how within schools, CTE enrollment predicts CCMR outcomes. The researcher sought to determine how the percentage of CTE enrollment predicts the percentage of CCMR student outcomes as defined by the Texas Education Agency. A quantitative research design was used for the study and a simple linear regression was the statistical analysis. The sample for the study included 41 Texas public high schools and the researcher collected archival data for each of the schools. Findings from this quantitative study indicated that the percentage of CTE enrollment was not a significant predictor of the percentage of CCMR graduates which is made up of both college ready and career/military ready graduates. The percentage of CTE enrollment was a negative predictor of the percentage of college ready graduates. Furthermore, the percentage of CTE enrollment was a positive predictor of the percentage of career/military ready graduates.

College and Career Ready in the 21st Century

Author : James R. Stone III
Publisher : Teachers College Press
ISBN 13 : 0807770930
Total Pages : 225 pages
Book Rating : 4.8/5 (77 download)

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Book Synopsis College and Career Ready in the 21st Century by : James R. Stone III

Download or read book College and Career Ready in the 21st Century written by James R. Stone III and published by Teachers College Press. This book was released on 2015-04-17 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than half of 9th graders in the United States will never complete a college degree. High schools must do more than prepare some students for college: They must prepare all American youth for productive lives as well as continued learning beyond high school. In this timely volume, two educational leaders advocate for a more meaningful high school experience. To accomplish this, the authors argue that we need to change the focus of our current high school reform efforts from "college for all" to "careers for all." This work shows how schools can prepare young people both for the emerging workplace and postsecondary education.

The Difference Career and Technical Education Dual Enrollment Courses Make on the College and Career Preparedness of High School Graduates

Download The Difference Career and Technical Education Dual Enrollment Courses Make on the College and Career Preparedness of High School Graduates PDF Online Free

Author : Rolynda Potter
Publisher :
ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (126 download)

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Book Synopsis The Difference Career and Technical Education Dual Enrollment Courses Make on the College and Career Preparedness of High School Graduates by : Rolynda Potter

Download or read book The Difference Career and Technical Education Dual Enrollment Courses Make on the College and Career Preparedness of High School Graduates written by Rolynda Potter and published by . This book was released on 2020 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the difference participating in career and technical (CTE) dual enrollment courses made on the college and career readiness of recent high school graduates. The research also explored if CTE dual enrollment participation changed high school students’ perceptions about education. Participants in this quantitative study were students at a community college in Tennessee. Using survey data and student records, the researcher related participation in CTE dual enrollment to college readiness, career readiness, and educational perceptions. The study results did not indicate participation in CTE dual enrollment courses made a difference in college or career readiness. However, the results supported CTE dual enrollment's utilization to positively influence high school students’ educational perceptions

Career and Technical Education

Author : Cynthia A. Bily
Publisher : Greenhaven Publishing LLC
ISBN 13 : 0737762853
Total Pages : 136 pages
Book Rating : 4.7/5 (377 download)

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Book Synopsis Career and Technical Education by : Cynthia A. Bily

Download or read book Career and Technical Education written by Cynthia A. Bily and published by Greenhaven Publishing LLC. This book was released on 2013-09-17 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Editor Cynthia A. Bily has compiled sixteen compelling essays that explore the issues surrounding career and technical education. Readers will evaluate several issues, including whether low-income and minority students are being squeezed out of higher education and whether the government should increase support for community colleges. Essay sources include the National Association of State Directors of Career Technical Education Consortium, Barack Obama, and Dana Goldstein.

Rigorous Tests of Student Outcomes in CTE Programs of Study

Author : Marisa Castellano
Publisher :
ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Rigorous Tests of Student Outcomes in CTE Programs of Study by : Marisa Castellano

Download or read book Rigorous Tests of Student Outcomes in CTE Programs of Study written by Marisa Castellano and published by . This book was released on 2014 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the relationship between participation in federally mandated college and career-preparatory programs--known as programs of study (POS)--and high school achievement outcomes. POS are an organized approach to college and career readiness that offer an aligned sequence of courses spanning secondary and postsecondary education, blending standards-based academic and technical content, allowing students to earn postsecondary credit while in high school, and leading to an industry-recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree. The sample includes 6,638 students from three urban districts in three different states. This study employed a multi-method, longitudinal, quasi-experimental design. Qualitative measures included adherence to the legislatively mandated components of POS. In the quantitative portion of the study, we employed two different statistical approaches to the data in each district. First, we estimated the effects of enrolling in POS and the number of career and technical education (CTE) credits earned on GPA and graduation using an instrumental variable approach. In addition, we also addressed specific policy questions about completing a POS compared to other high school trajectories through posthoc multiple regression analyses. The outcomes show that in the first district, enrollment in POS schools caused more students to graduate by increasing the number of CTE credits they earned. In all three districts, earning more CTE credits was associated with graduation, although the results for the other two districts did not support the type of causal inferences we were able to draw from the first district's outcomes. We also found that POS students earned significantly more STEM or AP credits than comparison students, depending on the implementation context. POS students outperformed other students on technical measures at little to no cost to overall academic achievement. Across all districts, participation in programs associated with accruing college credits in high school (e.g., dual enrollment) was low, as was the incidence of earning an industry-recognized credential, two key elements of POS. We lacked the research funding to examine whether POS led to postsecondary degrees; however, senior exit survey results indicated that similar numbers of intervention and comparison students planned to attend a four-year college full time. This suggests that POS can be offered to high school students with no harm to their college aspirations or preparation. In addition, significantly more POS students indicated that their college studies would be related to their high school program, suggesting that students who enroll in a POS often continue their education in the same program area, and reap the benefits of having begun that preparation while still in high school. Our primary recommendation is for districts to seek ways to increase the number of CTE credits earned by high school students, because in all three districts, earning more CTE credits was associated with graduation. Other recommendations include re-examining dual enrollment programs so that more students participate, encouraging more people from industry backgrounds to become high school teachers, and improving data collection so that the efficacy of interventions may be better evaluated. All of these recommendations should improve POS, secondary school outcomes, and preparation of our nation's youth for postsecondary education and careers. The following are appended: (1) Quantitative Technical Appendix; (2) Qualitative Technical Appendix; (3) Classroom Observation Form; and (4) Senior Exit Survey Respondent Characteristics.

The Value of Career and Technical Education in Addressing College and Career Readiness and the Ill-Prepared Workforce

Author : Kamina Fitzgerald
Publisher :
ISBN 13 : 9781792173097
Total Pages : 141 pages
Book Rating : 4.1/5 (73 download)

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Book Synopsis The Value of Career and Technical Education in Addressing College and Career Readiness and the Ill-Prepared Workforce by : Kamina Fitzgerald

Download or read book The Value of Career and Technical Education in Addressing College and Career Readiness and the Ill-Prepared Workforce written by Kamina Fitzgerald and published by . This book was released on 2018-11-12 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are we truly preparing high school students to be college and career ready? In this time when the graduation average has shown a significant increase, why are more students lacking the basic skills to be successful in the workforce than ever before? The problem studied in this book is that schools are not providing the necessary entry-level skills desired by industry, or that lead to successful employment in the 21st century. Furthermore, this study examined new entry-level employees to the workforce and the perception of employers, as to the skill level needed to be successful in 21st century industry. Today's economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. Research from the Center for Education and the Workforce at Georgetown University debunks the often-cited myth that the economy lacks jobs for young people to fill, finding instead that industries across the economy have created a wealth of new jobs that require workers with appropriate education and training (American Institutes for Research, 2013). The center also projects that nearly two thirds of jobs created in the United States by the year 2018 will require some form of postsecondary education (Carnevale et al., 2010).

Student Perceptions of Career and Technical Education Programs and College Readiness in California, Illinois, and Texas

Author : Carrmila Faye Young
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (136 download)

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Book Synopsis Student Perceptions of Career and Technical Education Programs and College Readiness in California, Illinois, and Texas by : Carrmila Faye Young

Download or read book Student Perceptions of Career and Technical Education Programs and College Readiness in California, Illinois, and Texas written by Carrmila Faye Young and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As K-12 systems throughout the country work to create Career and Technical Education (CTE) programs that will provide students with post-secondary skills and competencies to succeed in the workforce, many CTE students may be inadvertently denied the opportunity to also become college ready upon graduation. Focusing on high school CTE coursework deemed to be less academically rigorous, can limit the college readiness rates for CTE concentrators both in admittance and success thereafter. Utilizing Dewey and Prosser’s historical perspectives related to vocational education, current college and career readiness research, and nascent literature on college and career ready indicators, the purpose of this explanatory qualitative case study was to try to understand how adult aged students who graduated from the CTE course of study perceived their preparation for college and career readiness. This study had a sample size of three subjects per state (California, Illinois, and Texas) for a total of nine adult participants who graduated from high school and concentrated in CTE by completing two or more courses in a career or technical education pathway. Using surveys and interviews, the design of this study captured vivid details through the words and actions of the participants to explore and explain the relationship between aspects of their scholastic experiences and their perceived readiness. The findings revealed that that where participants went to school, the quality of the CTE program, and expertise of the adults involved made the greatest differences in participant perceptions of readiness-- superseding all other factors including geography, race, age, and gender. The findings from this study may have significant academic, social, and systemic implications as the belief that college and career readiness are one in the same prevails when driven by quantitative data points. The voices from the field are telling us otherwise.

The History and Growth of Career and Technical Education in America

Author : Howard R. D. Gordon
Publisher : Waveland Press
ISBN 13 : 1478645008
Total Pages : 463 pages
Book Rating : 4.4/5 (786 download)

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Book Synopsis The History and Growth of Career and Technical Education in America by : Howard R. D. Gordon

Download or read book The History and Growth of Career and Technical Education in America written by Howard R. D. Gordon and published by Waveland Press. This book was released on 2020-04-22 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.

Career and Technical Education in High School

Author : Shaun M. Dougherty
Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Career and Technical Education in High School by : Shaun M. Dougherty

Download or read book Career and Technical Education in High School written by Shaun M. Dougherty and published by . This book was released on 2016 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until the late 1990s, "vocational education" in traditional trades such as carpentry, cosmetology, and auto mechanics was often the presumptive high school placement for low-performing students considered ill-suited for college. However, in the past two decades, policymakers and educators have reconsidered what is now referred to as "Career and Technical Education" (CTE). Done right, secondary CTE provides preparation and skill building for careers in fields such as information technology, health services, and advanced manufacturing, in which many positions require a postsecondary education. While some high school CTE students do enter the workforce without additional training, many secondary CTE programs feed participants into professional certification or associate degree programs at two- or four-year colleges. The goal of today's CTE is simple: to connect students with growing industries in the American economy and to give them the skills and training required for long-term success. Unfortunately, little is known about this "new vocationalism." This study uses a rich set of data from the Arkansas Research Center (ARC) to follow three cohorts--more than 100,000 students--from eighth grade, through high school, and into college and/or the workforce. It asks: (1) Which students are taking CTE courses? Which courses--and how many of them--are they taking?; (2) Does greater exposure to CTE improve education and employment outcomes (high school graduation, college enrollment, employment status, and wages)?; and (3) Does CTE "concentration" (taking a sequence of three or more courses in an occupationally aligned "program of study") have benefits for students? Do certain students benefit more than others? This study is focused on Arkansas for several reasons. First, it is one of just five states that link education and workforce data such that questions about the efficacy of secondary CTE can be addressed. Second, it recently overhauled state policies to improve career readiness and align CTE programs with the labor market. Third, per capita income is among the lowest in the nation, and residents stand to benefit both educationally and economically from effective CTE. While no single state is truly representative of the United States as a whole, as a racially and geographically diverse state facing a number of common economic and social challenges, Arkansas can serve as a useful (and practical) test case for examining CTE. This report is organized as follows: Section One summarizes the history of secondary CTE, and reviews the scant existing research on it. Section Two describes the present study's data and methods, and also provides context specifically for Arkansas. Section Three presents the results, and Section Four considers the implications and offers recommendations for policymakers. The results suggest that policymakers and education leaders nationwide should invest more heavily (and strategically) in high school CTE. The following are appended: (1) Policy Recommendations; (2) Methodology; and (3) Supplemental Analyses & Results. [Foreword and Executive Summary written by Michael J. Petrilli and Dara Zeehandelaar.].

Dual Enrollment Policies, Pathways, and Perspectives

Author : Jason L. Taylor
Publisher : John Wiley & Sons
ISBN 13 : 111905429X
Total Pages : 123 pages
Book Rating : 4.1/5 (19 download)

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Book Synopsis Dual Enrollment Policies, Pathways, and Perspectives by : Jason L. Taylor

Download or read book Dual Enrollment Policies, Pathways, and Perspectives written by Jason L. Taylor and published by John Wiley & Sons. This book was released on 2015-02-26 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

The Toolbox Revisited

Author : Clifford Adelman
Publisher :
ISBN 13 :
Total Pages : 232 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis The Toolbox Revisited by : Clifford Adelman

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Raising the Bar for Graduation Pathways to College and Work

Author : Shelly Culbertson
Publisher :
ISBN 13 :
Total Pages : 43 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Raising the Bar for Graduation Pathways to College and Work by : Shelly Culbertson

Download or read book Raising the Bar for Graduation Pathways to College and Work written by Shelly Culbertson and published by . This book was released on 2019 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2012, Louisiana has been developing policies to improve student outcomes in the areas of early childhood education, K-12 academics, teacher preparation, and graduation pathways; an overview of these efforts is provided in the 2018 RAND report Raising the Bar: Louisiana's Strategies for Improving Student Outcomes. The current report, which is part of a four-part series on the implementation and outcomes of these reforms, focuses on Louisiana's implementation of high school graduation pathways and associated efforts to improve college readiness, career readiness, and access to financial aid. In the 2014-2015 school year, Louisiana began requiring students in grades 9-12 to pursue one or both of two possible graduation pathways: one focused on preparation for college, and one focused career and technical education (CTE). To increase college enrollment among students who might not have attended college otherwise, Louisiana required that all students take the ACT college entrance exam (beginning with the graduating class of 2013) and fill out financial aid forms (beginning with the graduating class of 2018). To improve links with employers, Louisiana required students pursuing CTE pathways to obtain an industry-based credential. In support of these goals, Louisiana took additional steps related to data and accountability, teacher training, and partnerships with higher education and workforce boards. The authors of this report explore early signals regarding changes in student outcomes that might be associated with these actions and consider the implications for state policies in Louisiana and across the United States.

The Impact of Career and Technical Education on Student Enrollment in Higher Education in Arkansas

Author : Tameka C Anderson
Publisher :
ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis The Impact of Career and Technical Education on Student Enrollment in Higher Education in Arkansas by : Tameka C Anderson

Download or read book The Impact of Career and Technical Education on Student Enrollment in Higher Education in Arkansas written by Tameka C Anderson and published by . This book was released on 2021 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between career and technical education (CTE) participation and students' decisions to enroll in higher education in Arkansas. This quantitative study anchored by the social cognitive career theory and self-efficacy conceptual framework examined the implications of career development theories on specific influences of CTE participation and students' decisions to pursue higher education in Arkansas. This framework showed the impact of how students determine whether factors such as CTE coursework and CTE teachers serve as internal and external environmental factors that influence decisions related to their future college and career aspirations. The literature reviewed provided evidence that students' earning certifications in CTE positively influence students' plans after high school graduation and their decisions to enroll in higher education in Arkansas. The literature addressed areas such as the history CTE programs, CTE in the 21st Century, and CTE in Arkansas. The research utilized a causal-comparative analysis in identifying whether a relationship existed between the influences of CTE participation and students' decisions to enroll in higher education in Arkansas. A pilot study was conducted prior to the surveys being sent out to study samples. The CTE survey was used to collect data in Google Forms and Qualtrics. A total of 221 study samples completed the survey. The quantitative data were analyzed using the IBM SPSS software to determine the relationship between the influences of CTE participation and students' decisions to enroll in higher education in Arkansas. The analysis of the data collected was done using multiple statistical techniques. This data was helpful to validate the quantitative findings. Additionally, the findings of this study suggest that the influences of CTE programs have a significant impact on students' decisions to enroll in higher education in Arkansas. Overall, the research findings will help to improve state and local CTE programs in Arkansas, offer students' experimental learning opportunities that empower them to choose meaningful college and career pathways, and provide essential 21st Century skills necessary to meet global workforce demands.

Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career

Author : Natasha Lekes
Publisher :
ISBN 13 :
Total Pages : 100 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career by : Natasha Lekes

Download or read book Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career written by Natasha Lekes and published by . This book was released on 2007 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. The study had two distinct components: (1) a secondary study that compared CTE and non-CTE students on academic experiences, achievement, and transition into the first semester of college; and (2) a postsecondary study that examined CTE pathway students' transition experiences and outcomes associated with enrollment at the local community college. Both study components utilized qualitative methods to describe policies and practices and quantitative methods to assess how student participation affected student outcomes. A CTE transition program located in the Northwest which offered Information Technology/Computer Information Sciences (IT/CIS) curricula was one site, and a CTE transition program located in the Southeast which offered the Health Alliance curricula, specifically Emergency Medical Technician (EMT), was the second site. The results of this study describe students' high school performance, their transition from high school to college and careers, and their college performance, persistence, and credential attainment. The secondary study showed that CTE students took significantly more CTE courses and course credits than their matched counterparts. A significant difference was also noted between the groups on dual credit courses, with CTE students taking more than the non-CTE group. Results of the postsecondary study on a sub-sample of IT/CIS students at the Northwest community college confirmed no differences in the grade point average of the IT/CIS dual credit students compared to the non-IT/CIS group and to a Running Start (RS) dual credit group. The postsecondary study also found that the IT/CIS dual credit students were more likely to be college-ready than non-participants in communication but not non-participants in math or non-participants overall, after controlling for other factors. A follow-up survey conducted as part of the secondary study revealed that CTE students in both sites felt more prepared than their matched non-CTE counterparts to transition to college and careers. This study offers implications for policymakers and practitioners: (1) Results suggest that participation in CTE transition programs does not interfere with academic course-taking in that CTE students were equally as academically prepared as matched non-CTE students and other relevant comparison groups; (2) Student participation in CTE transition programs was associated with the students feeling more prepared for the transition to college and careers, with numerous results pointing to feelings of confidence and satisfaction regarding choices about college and careers; (3) Despite rather high incidence of remediation, students who required remedial coursework were often retained in college-credit courses and were not impeded in their persistence in college, raising questions about the presumed detrimental impact of remediation on persistence; and (4) Dual credit played a role in participants' accelerated progress and success at earning college certificates and degrees, and therefore suggests that dual credit, in association with academics and CTE, may be an incentive for college persistence and completion. The following are appended: (1) Discussion of Limitations; (2) Summary of Transition Practices in the Medium and High Engaged Schools; (3) Summary of PCA and EMT Transition Practices; (4) Course Coding; and (5) CTE Postsecondary Follow-Up Survey. (Contains 41 tables and 4 footnotes.).

Career

Author : Jennifer Dounay Zinth
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Career by : Jennifer Dounay Zinth

Download or read book Career written by Jennifer Dounay Zinth and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, career/technical education (CTE) has risen to the top of the education policy agenda for governors, legislators, and agency heads. As a result of informed interest among key education leaders, the CTE policies and programs being advocated and implemented today bear little resemblance to those in place not long ago. Among the factors driving increased state policymaker interest in CTE are: (1) A pervasive gap between workforce needs and the skills of entering workers; (2) The projected growth in skilled occupations requiring technical certification or a credential beyond a high school diploma; and (3) Interest in improving high school graduation rates by helping students see connections between programs of study and career opportunities in high-wage, in-demand fields. States are addressing these needs by incentivizing action in various ways. Among these diverse incentives are 1) "carrot" policies to encourage high school students to earn CTE credentials or to perform well on WorkKeys; 2) "stick" policies for schools and districts to ensure that CTE students are progressing toward career-readiness; and 3) development of supports for students at risk of falling short of career-readiness. States also are increasingly blurring the lines between traditional "academic" and career/technical courses by incorporating core content standards, as appropriate, into CTE courses, and reframing dual enrollment programs, which in many states have been limited to traditional academic coursework. This issue of "The Progress of Education Reform" will clarify how these approaches differ from CTE and career-readiness initiatives in the not-too-distant past, and identify states that are moving forward. (Contains 2 figures, 6 resources and 21 endnotes.).

Preparing Today's Students for Tomorrow's Jobs

Author : United States. Congress. House. Committee on Education and the Workforce
Publisher :
ISBN 13 :
Total Pages : 88 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Preparing Today's Students for Tomorrow's Jobs by : United States. Congress. House. Committee on Education and the Workforce

Download or read book Preparing Today's Students for Tomorrow's Jobs written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2015 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

High School Career and Technical Education Participation and Initial College Enrollment

Author : Shaun M. Dougherty
Publisher :
ISBN 13 :
Total Pages : 11 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis High School Career and Technical Education Participation and Initial College Enrollment by : Shaun M. Dougherty

Download or read book High School Career and Technical Education Participation and Initial College Enrollment written by Shaun M. Dougherty and published by . This book was released on 2016 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper uses rich administrative data from Arkansas to understand whether and how high school career and technical education (CTE) programs are related to initial enrollment in college after high school. This descriptive work is designed to inform how other state and local policymakers understand the potential role of high school CTE participation in building human capital pathways to contribute to an informed society and a skilled workforce that reflects labor market demands. This paper addresses the following research questions: (1) Which high school CTE programs are associated with students enrolling in post-secondary education just after high school?; (2) Are the probabilities that a student who participated in CTE in high school any different from an otherwise similar student who did not participate in CTE, or who participated to a different extent?; and (3) What student, program, or enrollment factors are associated with initial college going? These factors include: gender, family income, urbanicity, prior work experience, or dual enrollment. This study is set in Arkansas and uses data that were made available through the Arkansas Research Center, which coordinates data for K-12, higher education, career and technical education, and the department of labor. The dataset is supplemented with data from the National Center for Education Statistics. Researchers followed three cohorts of ninth graders who started high school in 2008, 2009, and 2010. They observed what classes the students took in high school, and followed them through at least one year, and up to three years, past graduation. The dataset shows whether they graduated from high school, then whether they enrolled in a two- or four-year college or went straight into the workforce (and what their wages are). The cohorts include over 100,000 individual students, and more than 350,000 student-year observations. Students who participate in more CTE in high school or who are CTE concentrators are not, on average, substantially different in their probability of attending college just after high school relative to their peers who are not CTE concentrators or who take fewer CTE courses in high school. There is clear evidence, however, that among CTE concentrators, programs like health services have a much higher rate of enrolling in college. Tables are appended.