How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes

Autor/in	Giani, Matt
Institution	Thomas B. Fordham Institute; Thomas B. Fordham Foundation
Titel	How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes
Quelle	(2022), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; High School Students; High School Graduates; Industry; Labor Force Development; Career Readiness; Certification; Outcomes of Education; Employment; Employment Level; College Attendance; Influences; Student Characteristics; State Policy; Education Work Relationship; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate; Graduates; Absolvent; Absolventin; Industrie; Arbeitskräftebestand; Abschlusszeugnis; Zertifizierung; Lernleistung; Schulerfolg; Dienstverhältnis; Beschäftigungsgrad; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Influence; Einfluss; Einflussfaktor
Abstract	Conferred by businesses, industry groups, and state certifying entities, industry-recognized credentials (IRCs) are intended to signal that students have mastered specific workplace knowledge and skills. This first-of-its-kind study assesses the impact of specific IRCs earned in high school on various employment and postsecondary outcomes for students who do and do not attend college. The findings can help education leaders and policymakers improve CTE and IRC opportunities in order to boost student success in the labor market. [Foreword by Amber M. Northern and Michael J. Petrilli.] (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01