The CTE/Academic Balance and Three Secondary Outcomes. In Brief: Fast Facts for Policy and Practice.

Autor/in	Wonacott, Michael E.
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	The CTE/Academic Balance and Three Secondary Outcomes. In Brief: Fast Facts for Policy and Practice.
Quelle	(2002), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Education; Academic Persistence; Comparative Analysis; Course Selection (Students); Dropout Rate; Dropouts; Education Work Relationship; Educational Attainment; Enrollment Influences; Integrated Curriculum; Longitudinal Studies; Outcomes of Education; Policy Formation; Postsecondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Akademische Bildung; Course selection; Student; Students; Kurswahl; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	A study examined the outcomes of taking different balances of career and technical education (CTE) and academic courses. The study sample consisted of members of the National Education Longitudinal Study of 1988 (NELS:88) who were eighth-graders in 1988. The study sample members were divided into four groups as follows: (1) academic concentrators (students completing only an academic concentration); (2) CTE concentrators (students completing only a CTE concentration); (3) dual concentrators (students completing both an academic and a CTE concentration); and (4) nonconcentrators (students completing neither concentration). According to NELS:88 records, the four groups constituted 36.5%, 18.94%, 6.23%, and 38.29% (respectively) of the 10,408 sample members remaining at the time of the study. From the standpoint of academic achievement, the academic concentrators ranked first, the dual concentrators ranked second, the nonconcentrators ranked third, and the CTE concentrators ranked fourth. The lowest risk of dropping out occurred when students completed three Carnegie units of CTE for every four of academic subjects. Risk of dropping out increased as the CTE/academic ratio got smaller or larger. Academic concentrators were most likely to pursue postsecondary education (87%), whereas CTE concentrators were least likely (56%). CTE concentrators were most likely to be in paid employment (93%), whereas academic concentrators were least likely to work (88%). (MN)
Anmerkungen	For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in- brief 18/index.asp. For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in- brief 18/inbrief18-concentrator.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC