Differences in Academic Achievements among High School Graduates' from Four Career and Technical Education (CTE) Program Areas

Autor/inn/en	Michaels, Christopher; Liu, Leping
Titel	Differences in Academic Achievements among High School Graduates' from Four Career and Technical Education (CTE) Program Areas
Quelle	In: International Journal of Technology in Teaching and Learning, 15 (2020) 2, S.109-125 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2576
Schlagwörter	Academic Achievement; Differences; High School Graduates; Vocational Education; Business Education; Marketing; Hospitality Occupations; Teacher Education; Human Services; Health Sciences; Information Technology; Safety Education; STEM Education; Scores; College Entrance Examinations; Experiential Learning; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Unterscheiden; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausbildung; Berufsbildung; Wirtschaftserziehung; Wirtschaftspädagogik; Gastgewerbegehilfe; Lehrerausbildung; Lehrerbildung; Humanitäre Hilfe; Informationstechnologie; Sicherheitserziehung; STEM; Aufnahmeprüfung; Experiental learning; Erfahrungsorientiertes Lernen; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Career and Technical Education (CTE) is a popular trend in education due to the increased demand from American citizens to include CTE opportunities in schools along with federal funding to build new CTE programs and improve existing ones. Schools are tasked to improve student achievement. Testing performance is a central process to demonstrate satisfactory student achievement and school quality. In this study, the academic achievements of CTE completer high school graduates were measured by their performance on the nationwide American College Test (ACT), including the subjects of English, reading, writing, math, and science. CTE graduates in this study received CTE endorsements in the four program areas: 1) business and marketing education; 2) education, hospitality, and human services; 3) information and media technologies; and 4) skilled and technical sciences. The testing scores from an entire graduating class in a large school district with over 64,000 students were analyzed. The results revealed significant differences in students' academic achievements among the four CTE program areas. Especially, students in the Skilled and Technical Science cohort and the Information and Media Technologies cohort had higher mean scores on ACT examination subjects of math, reading, science, and English than those from the other two cohorts. (As Provided).
Anmerkungen	International Journal of Technology in Teaching and Learning. Web site: https://sicet.org/main/journals/ijttl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01