Career and Technical Education: The Impact of Program Investment on Accountability Ratings

Autor/in	Hersperger, Susan L.
Titel	Career and Technical Education: The Impact of Program Investment on Accountability Ratings
Quelle	(2012), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Sam Houston State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-4112-7
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education; Enrollment; Expenditures; Expenditure per Student; Public Schools; High Schools; Accountability; Teacher Employment; Statistical Analysis; Vocational Education Teachers; Educational Finance; Investment; Grade 9; Grade 10; Grade 11; Grade 12; School Size; Ethnicity; At Risk Students; Economically Disadvantaged; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Einschulung; Ausgaben; Public school; Öffentliche Schule; High school; Oberschule; Verantwortung; Statistische Analyse; Ausbilder; Bildungsfonds; Investments; Geldanlage; Investiton; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Ethnizität
Abstract	Purpose: The purpose of this study was to examine the extent to which Career and Technical Education (CTE) enrollment and expenditure differed as a function of the accountability ratings of Texas public high schools. The extent to which CTE enrollment and expenditure influences accountability ratings is not clear. Accordingly, in this study, CTE teacher employment rate, CTE student enrollment rate, CTE per pupil expenditure, and CTE program expenditure were analyzed as a function of the accountability ratings as determined by the Texas Education Agency. Methodology: Utilized in the present study was a non-experimental quantitative causal-comparative design. Data from all Texas public schools with a 9-12 grade level configuration were collected using the Academic Excellence Indicator System for the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and 2010-2011 school years. Mean CTE teacher employment rates were calculated and examined by school size, ethnicity, at risk, and economically disadvantaged classification. In addition, accountability ratings were examined by mean CTE teacher employment rates, mean CTE students enrollment rates, mean CTE per pupil expenditure, and mean CTE program expenditure. Findings: Addressed in this study was the extent to which CTE program investment differed as a function of accountability ratings. Specifically, statistically significant differences were present for 40 of the 60 statistical analyses performed indicating differences in the enrollment and expenditure rates of CTE as a function of accountability ratings in the state of Texas. In addition, post hoc procedures revealed 87 statistically significant differences out of 330 analyses. Although statistically significant differences were not yielded for every variable analyzed in this study, several of the statistically significant differences are important for future research. Implications: Results of this study should prompt educational leaders at the federal, state, and local level to reexamine policies and expenditures as related to Career and Technical Education. At minimum, an examination of the results of this study should convince school leaders to take a critical analysis of the importance and impact of CTE prior to making any budgetary cuts related to CTE. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10