NYC as a Laboratory for Learning about Career and Technical Education: Lessons from CTE-Dedicated High Schools

Autor/inn/en	Kemple, James J.; Unterman, Rebecca; Dougherty, Shaun M.
Institution	New York University, Research Alliance for New York City Schools
Titel	NYC as a Laboratory for Learning about Career and Technical Education: Lessons from CTE-Dedicated High Schools
Quelle	(2023), (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Vocational High Schools; Curriculum Implementation; Outcomes of Education; Costs; Educational Policy; Program Implementation; Learner Engagement; Graduation Rate; College Enrollment; Enrollment Rate; New York (New York) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Lernleistung; Schulerfolg; Cost; Kosten; Politics of education; Bildungspolitik
Abstract	With more than 290 Career and Technical Education (CTE) programs across 131 high schools, the NYC Department of Education (NYCDOE) oversees one of the largest and most diverse CTE systems in the country. In the last year, NYC's mayor and NYCDOE leadership have made a number of new investments in Career and Technical Education. The Research Alliance for New York City Schools, in collaboration with researchers from MDRC, Boston College, and the University of Connecticut, has undertaken a multi-year study that looks to New York City as a laboratory for learning about the implementation, impact, and cost of the wide array of educational options that fall under the heading of Career and Technical Education. Evidence from this ongoing study is informing the work of the Office of Student Pathways, which includes the team that centrally manages CTE in particular. Given the wide-ranging conditions under which CTE is implemented in NYC, and the diversity of students it serves, the study has the potential to inform policy and programming decisions across the country. This report is the first of several that will emerge from the larger study. It assesses the impact of the CTE-Dedicated high schools on key student outcomes, including academic engagement in 9th through 12th grade, high school graduation, and college enrollment. It also examines the degree to which key program elements were available to students in CTE-Dedicated high schools, highlighting policies and programming decisions that shaped the orientation and impact of these programs during the study period. [This report was written with John Sludden and Samuel J. Kamin.] (ERIC).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01