Increasing Student Success Rate in Career and Technical Education in Colonial School District

Autor/in	Samuels, Crystal Lea
Titel	Increasing Student Success Rate in Career and Technical Education in Colonial School District
Quelle	(2022), (83 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4031-7
Schlagwörter	Hochschulschrift; Dissertation; Vocational Education; Students with Disabilities; High School Students; Academic Persistence; Learning Disabilities; Program Effectiveness; Graduation Rate; Employment Level; Self Advocacy; Course Selection (Students); Middle School Students; School Districts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausbildung; Berufsbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Learning handicap; Lernbehinderung; Beschäftigungsgrad; Selbstbehauptung; Course selection; Kurswahl; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School district; Schulbezirk
Abstract	According to the National Alliance for Equity (NAPE) (2019), out of a total of 3,168 students enrolled in Career and Technical Education courses at William Penn High School, there are 532 Students with Disabilities (SWD). In 2017 and 2018, NAPE reported that only 66% of students with disabilities left William Penn High School with no post secondary or employment plans. These failures are detrimental to students with disabilities' futures when left untouched. Students with disabilities (SWD) benefit from career and technical education (CTE) programs, but not all SWD are successful in completing the program pathways at William Penn High School. There are many factors that affect SWD ability to complete the CTE pathway. Wagner, Newman, & Javitz (2016) explain that students with learning disabilities (LD) that participate in CTE programs in high school are more likely to graduate and find employment after high school. Teaching students with disabilities (SWD) in the CTE programs how to self-advocate for themselves could be the first step to increasing success rates for SWD in CTE at William Penn High School. This ex post facto research will investigate how the Colonial School District can improve the course selection processes at all three middle schools to improve student completion for SWD in career and technical education courses at William Penn High School in order to close equity gaps. Colonial PIPEline team is a group of Colonial Staff, and outside staff that are working together to bring improvements to the CTE department for increased success of all students that are guided by NAPE. Colonial PIPEline teams primary focus is disaggregating data and assisting students with disabilities to be more successful in CTE programs in CSD. [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	2024/1/01