A Retrospective Cohort Comparison of Career and Technical Education Participants and Non-Participants on a State-Mandated Proficiency Test

Autor/inn/en	Bae, Sang Hoon; Gray, Kenneth; Yeager, Georgia
Titel	A Retrospective Cohort Comparison of Career and Technical Education Participants and Non-Participants on a State-Mandated Proficiency Test
Quelle	In: Career and Technical Education Research, 32 (2007) 1, S.9-22 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Course Selection (Students); Mathematics Achievement; Reading Tests; Mathematics Tests; Achievement Tests; Program Effectiveness; Scoring; Technical Education; Career Education; State Standards; Standardized Tests; Grade 11; Grade 8; Correlation; High School Students; College Preparation; Reading Achievement; Pennsylvania + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bewertung; Technikunterricht; Arbeitslehre; Standadised tests; Standardisierter Test; School year 11; 11. Schuljahr; Schuljahr 11; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Leseleistung
Abstract	The sometimes poor performance of Career and Technical Education (CTE) concentrators on a state-mandated proficiency test is a major concern of CTE educators. This study examined whether (a) there are performance differences on state-mandated 11th-grade math and reading tests between CTE and non-CTE students with similar proficiency scores in the 8th-grade; and (b) 11th-grade math test scores are related to 8th-grade math proficiency and high school math course-taking patterns. This exploratory study was conducted using two different cohorts of students from the high school classes of 2004 and 2005, from two CTE schools and their sending schools in Pennsylvania. The study found no statistically significant differences in reading proficiency on the state-mandated 11th-grade math test. In one of the two cohort groups, a statistically significant difference was found in math performance between CTE students and their counterparts, with the CTE students scoring lower. CTE students as a group had taken fewer college-prep math courses than their non-CTE peers. Such differences were associated with CTE students' lower achievement on a state-mandated math test. When math course-taking was controlled, CTE participation was found not to be associated with math test scores. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.agri.wsu.edu/acter/journal.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10