Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability. Working Paper 31756

Autor/inn/en	Jacob, Brian A.; Ricks, Michael D.
Institution	National Bureau of Economic Research (NBER)
Titel	Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability. Working Paper 31756
Quelle	(2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Preferences; Student Attitudes; Decision Making; Courses; High School Students; Access to Education; Gender Differences; Racial Differences; Income; Supply and Demand; Michigan + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Schülerverhalten; Decision-making; Entscheidungsfindung; Kursangebot; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt; Rassenunterschied; Einkommen; Bedarfsplanung
Abstract	This paper presents the first evidence of how students make career technical education (CTE) course-taking decisions. Among the universe of Michigan high-schoolers we find large disparities in CTE access and participation by gender, race, and income. We decompose participation gaps between supply (access) and demand (preferences) with a simple discrete choice model. We find that student preferences for CTE content drive participation gaps by gender, inequities in access drive gaps by income, and school-level supply and demand factors combine to create the gaps by race. Policy simulations highlight the importance of accessible CTE delivery models within comprehensive high schools. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01