Career Pathways, Academic Performance, and Transition to College and Careers: The Impact of Two Select Career and Technical Education (CTE) Transition Programs on Student Outcomes. In Brief

Autor/inn/en	Bragg, Debra D.; Ruud, Collin M.
Institution	Illinois Univ., Champaign. Office of Community College Research and Leadership.
Titel	Career Pathways, Academic Performance, and Transition to College and Careers: The Impact of Two Select Career and Technical Education (CTE) Transition Programs on Student Outcomes. In Brief
Quelle	(2007), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Postsecondary Education; Transitional Programs; Academic Persistence; Academic Achievement; Program Effectiveness; Articulation (Education); Career Education; Technical Education; Student Attitudes; Outcomes of Education; Community Colleges + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Schulleistung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Arbeitslehre; Technikunterricht; Schülerverhalten; Lernleistung; Schulerfolg; Community college; Community College
Abstract	This brief summarizes results of a recently published study that examined the effects of career and technical education (CTE) transition programs on student matriculation from secondary to postsecondary education. The study was divided into two components. One focused on secondary institutions' CTE transition programs and their effects on secondary student performance and college transition as well as student perceptions of the transition programs. The other component examined the postsecondary effects of the selected CTE programs on student transition and postsecondary outcomes, taking a retrospective look at students who matriculated from the specified high school CTE transition programs and comparing them to non-participants from the same sampled high schools. This analysis examined student persistence in college and whether the transition programs were related to remediation, credit attainment, number of terms attended, and certificate or degree attainment. Both components of the study examined the relationship between student outcomes and institutional engagement in CTE transition programs, a measure of institution-level commitment as evidenced by number of articulation agreements and faculty involvement in delivering CTE transition-related courses, on postsecondary education outcomes. (ERIC).
Anmerkungen	Office of Community College Research and Leadership. 51 Gerty Drive Room 129, Champaign, IL 61820. Tel: 217-244-9390; Fax: 217-244-0851; e-mail: occri@uiuc.edu; Web site: http://occrl.ed.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10