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Autor/inn/enEagan, Joshua; Koedel, Cory
InstitutionNational Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
TitelCareer Readiness in Public High Schools: An Exploratory Analysis of of Industry Recognized Credentials. Working Paper No. 257-0921
Quelle(2021), (39 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterCareer Readiness; Public Schools; Credentials; High School Seniors; Academic Achievement; Scores; College Bound Students; Gender Differences; Labor Market; Course Selection (Students); Advanced Placement; High Achievement; Gender Bias; Missouri
AbstractWe use statewide administrative data from Missouri to document the prevalence of Industry Recognized Credential (IRC) programs in public high schools and understand the characteristics of students who complete IRCs. We show that 9 percent of Missouri students complete an IRC during their senior year of high school. IRC completers have lower achievement and are more likely to be disadvantaged along several measurable dimensions relative to their peers who complete analog college-ready programs, on average. Noting these average relationships, there is substantial heterogeneity among individual IRCs in terms of the types of students served: some IRCs attract students with high test scores who mostly go on to attend college, whereas others serve low-scoring students who mostly forego college. There is strong gender segregation across individual IRCs that aligns with gender segregation across occupations in the labor market. (As Provided).
AnmerkungenNational Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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