Understanding Participation in Secondary Career and Technical Education in the 21st Century: Implications for Policy and Practice

Autor/inn/en	Aliaga, Oscar A.; Kotamraju, Pradeep; Stone, James R., III
Titel	Understanding Participation in Secondary Career and Technical Education in the 21st Century: Implications for Policy and Practice
Quelle	In: High School Journal, 97 (2014) 3, S.128-158 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2014.0002
Schlagwörter	Participation; Vocational Education; High School Students; Graduation Requirements; Classification; Longitudinal Studies; Educational Policy; Educational Practices; Credits; Majors (Students); Educational Experience; Measurement Techniques; Academic Standards; Student Characteristics; Student Records; Data Analysis; Statistical Distributions + Suchen Sie Ihr Suchwort? Teilnahme; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschlussordnung; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungserfahrung; Messtechnik; Schülerakte; Auswertung; Wahrscheinlichkeitsverteilung
Abstract	We examine participation in Career and Technical Education (CTE) using a typology that better reflects the CTE credit-taking experience of all public high school students, and it is based on the several changes in academic requirements that all students need to meet in order to graduate, including those considered CTE students. We argue that the more traditional approach of classifying students as either academic or vocational concentrators does not reflect the current requirements. We propose this typology using restricted data from the Education Longitudinal Study of 2002. Our analyses show that the typology provides a more effective means of understanding the credit-taking experience of high school students than analyses based on dichotomous, CTE versus academic classifications. 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	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10