Career and Technical Education: Prevalence, Student Performance, and Program Outcomes, HISD, 2016-2017. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Career and Technical Education: Prevalence, Student Performance, and Program Outcomes, HISD, 2016-2017. Research Educational Program Report
Quelle	(2017), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Vocational Education; Urban Schools; School Districts; Enrollment; High School Graduates; Enrollment Trends; Career Readiness; Academic Achievement; Achievement Tests; Graduation Rate; Dropout Rate; Elementary School Students; Middle School Students; Career Awareness; Career Education; Career Exploration; Student Characteristics; Texas (Houston) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Einschulung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Karrierebewusstsein; Arbeitslehre; Berufserkundung
Abstract	The Houston Independent School District (HISD) offers 16 Career and Technical Education (CTE) programs that meet high school graduation endorsement requirements. CTE programs offer a sequence of courses that provides students with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current and emerging professions. This 2016-2017 report focuses on students who were enrolled in a coherent sequence of CTE courses as coded in the Public Education Information Management System (PEIMS) for 2015-2016 and 2016-2017 and their performance on the 2016 and 2017 STAAR End-of-Course examinations. Key findings include: (1) The number of HISD students enrolled in a coherent sequence of CTE courses increased by 2,531 (11.4%) for the 2016-2017 school year; (2) Compared to their peers who were not enrolled in any CTE courses, a higher percentage of students enrolled in a coherent sequence of CTE courses met the Approaches Grade Level Standard on the 2017 State of Texas Assessments of Academic Readiness (STAAR) English II (62.4% vs. 59.9%), and U.S. History (89.2% vs. 88.6%) End-of-Course (EOC) examinations; (3) Students enrolled in a coherent sequence of CTE courses had a passing rate of 79.7% on the industry certification assessment for the 2015-2016 school year. Data for 2016-2017 were not available; and (4) A higher proportion of students enrolled in a coherent sequence of CTE courses (89.4%) graduated in 2016 compared to their HISD peers across the district (77.9%). Further, the annual dropout rate among students enrolled in a coherent sequence of CTE courses (2.5%) was lower compared to their HISD peers, districtwide (4.5%). Recommendations are included. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01