A Typology for Understanding the Career and Technical Education Credit-Taking Experience of High School Students

Autor/inn/en	Aliaga, Oscar A.; Kotamraju, Pradeep; Stone, James R., III
Institution	National Research Center for Career and Technical Education
Titel	A Typology for Understanding the Career and Technical Education Credit-Taking Experience of High School Students
Quelle	(2012), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Career Education; Technical Education; Vocational Education; High School Students; Student Experience; Classification; Credits; Longitudinal Studies; Student Participation; Parent Background; Educational Attainment; Course Selection (Students); Educational Research; Track System (Education); Required Courses; Graduation Requirements; Student Records; Transcripts (Written Records) + Suchen Sie Ihr Suchwort? Arbeitslehre; Technikunterricht; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternhaus; Bildungsabschluss; Bildungsgut; Course selection; Kurswahl; Bildungsforschung; Pädagogische Forschung; Leistungsgruppe; Leistungsdifferenzierung; Pflichtkurs; Abschlussordnung; Schülerakte
Abstract	This study describes a typology that allows us to explore and analyze the career and technical education (CTE) credit-taking experience of all high school students, not just those traditionally considered CTE (or vocational) students. We argue that this new typology provides a better framework for understanding CTE than the more traditional approach that classifies students as either academic or vocational concentrators. A typology like the one introduced in this paper is necessary because academic requirements have increased for all high school students in the United States, including those considered vocational students, and because most students, not just vocational students, participate in CTE at some level. Acknowledging these facts better reflects the varied nature of students' high school CTE credit-taking experiences. We propose this typology using data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Our analyses of ELS:2002 data using this typology show that the typology provides a more effective means of understanding the credit-taking experience of high school students than analyses based on dichotomous, vocational versus academic frameworks. Our analyses show that about 17% of all high school students complete high-intensity CTE in addition to their academic requirements. Although CTE has historically targeted low-income and special populations, our study reveals high levels of participation among higher income students and those with parents with higher levels of educational achievement. Positive results were also found for academic outcomes, such as a high rate of high-intensity CTE participation among students who were also enrolled in advanced mathematics and, to a lesser extent, in advanced science classes. (As Provided).
Anmerkungen	National Research Center for Career and Technical Education. University of Louisville, College of Education and Human Development, Louisville, KY 40292. Tel: 877-372-2283; Tel: 502-852-4727; Fax: 502-852-3308; e-mail: nrccte@louisville.edu Web site: http://www.nrccte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01