Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students with Disabilities. Working Paper No. 220-0819

Autor/inn/en	Theobald, Roddy; Plasman, Jay; Gottfried, Michael; Gratz, Trevor; Holden, Kristian; Goldhaber, Dan
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students with Disabilities. Working Paper No. 220-0819
Quelle	(2019), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Vocational Education; Educational Trends; STEM Education; Occupations; Student Participation; Longitudinal Studies; Educational Legislation; Equal Education; Federal Legislation; High School Students; Postsecondary Education; Course Selection (Students); Washington; High School Longitudinal Study of 2009 (NCES); Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausbildung; Berufsbildung; Bildungsentwicklung; STEM; Beruf; Berufsumfeld; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsrecht; Schulgesetz; Bundesrecht; High school; High schools; Oberschule; Post-secondary education; Tertiäre Bildung; Course selection; Kurswahl
Abstract	We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, and provide the first empirical evidence that students with disabilities disproportionately contributed to this decline. But we also show that occupational CTE participation has stabilized for all students in the past decade in Washington, and that participation by students with disabilities in applied science, technology, engineering, mathematics, and medicine (applied STEMM) CTE courses has increased since the early 2000s. These trends are encouraging given prior evidence linking applied STEMM-CTE participation to better long-term outcomes for students with disabilities. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01