Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas

Autor/in	Giani, Matt S.
Titel	Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas
Quelle	In: Educational Policy, 33 (2019) 7, S.1002-1046 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giani, Matt S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904817745375
Schlagwörter	Vocational Education; Social Stratification; Educational Change; Technical Education; Educational Legislation; Federal Legislation; Educational Policy; State Policy; Access to Education; High School Graduates; Postsecondary Education; Outcomes of Education; Texas + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Soziale Zusammensetzung; Bildungsreform; Technikunterricht; Bildungsrecht; Schulgesetz; Bundesrecht; Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Post-secondary education; Tertiäre Bildung; Lernleistung; Schulerfolg
Abstract	Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01