Predictors of Student Enrollment Patterns in High School Career Academies

Autor/in	Cox, E. Daniel
Titel	Predictors of Student Enrollment Patterns in High School Career Academies
Quelle	(2013), (236 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-8730-6
Schlagwörter	Hochschulschrift; Dissertation; Predictor Variables; High Schools; Career Academies; High School Students; Student Participation; Demography; Prior Learning; Enrollment Trends; Regression (Statistics); Minority Group Students; African American Students; Hispanic American Students; Multiracial Persons; White Students; Racial Differences; Disproportionate Representation; Females; Advantaged; Reading Achievement; Mathematics Achievement; Scores; Socioeconomic Status; Trend Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; High school; Oberschule; Berufsakademie; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Demografie; Vorkenntnisse; Regression; Regressionsanalyse; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; Rassenunterschied; Weibliches Geschlecht; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Trendanalyse
Abstract	The purpose of this study was to describe participation patterns at the district level of students enrolled in career academies and determine whether participation in career academies is a function of demographic and/or prior learning experience and prior performance variables. Ex-post facto data was used to determine six-year enrollment trends. In addition, both binary logistic regression and multinomial logistic regression methods were employed to determine the extent demographic along with prior learning experience and prior performance variables could be used to predict participation within career academies. Trend data results indicated slight increases in the proportions of students of color (including African American, Hispanic, and Multi-Racial) enrolling in career academies. However, Caucasian students continued to be overrepresented in career academies. Furthermore, female students, as well as students from economically advantaged families, enrolled to higher degrees in career academies. Moreover, students who enrolled in career academies were found to have taken more CTE coursework while enrolled in middle school and they demonstrated higher mean scores on the reading and mathematics portions of the state assessment during the school year prior to entering high school. The study is significant as it seeks to address a gap in the literature on career academy program participation, supporting the notion that the demographic (gender, race/ethnicity, and socio-economic status) make up of career academies mirror the demographics of the schools, districts, and the communities in which they operate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01