Examining the Relationship between Program Satisfaction, Credential Earnings, and Gender on Full-Time Employment Outcomes of Career and Technical Program High School Graduates in Virginia

Autor/in	Turley, Margaret J.
Titel	Examining the Relationship between Program Satisfaction, Credential Earnings, and Gender on Full-Time Employment Outcomes of Career and Technical Program High School Graduates in Virginia
Quelle	(2023), (102 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4149-5
Schlagwörter	Hochschulschrift; Dissertation; High School Graduates; Vocational Education; Student Satisfaction; Career Choice; Credentials; Probability; Education Work Relationship; Employment Patterns; Human Capital; Outcomes of Education; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausbildung; Berufsbildung; Studienbuch; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Beschäftigungsstruktur; Humankapital; Lernleistung; Schulerfolg
Abstract	Career and technical education (CTE) incorporates occupational skills, workforce readiness skills, and credentials that make high school graduates better prepared for the workforce. Students who complete CTE programs of study have higher employment rates after high school graduation and often go on to postsecondary education. For those who do not go on to postsecondary education, CTE programs can provide opportunities for increased earnings and more access to the labor market.This quantitative study used binary logistic regression, using data collected by the Center for Survey Research of the University of Virginia's Weldon Cooper Center to examine if satisfaction with CTE programs of study, earned credentials, and gender could predict if graduates used their CTE programs of study in their employment outcomes. The results showed that as satisfaction with their CTE programs increased, so did the likelihood they would choose to work full time in that same field of study. The results also showed that earning a credential in their CTE program increased the probability a student would choose full-time employment in their chosen CTE field within one year following high school. Gender was a nonsignificant factor in the study. The implications of this research are noteworthy for secondary school leadership, CTE advocates, and policymakers to help them understand how student satisfaction with CTE programs and providing human capital gains through earned industry credentials can help improve student outcomes and provide a return on investment to industry partners who can bring valuable support and financial resources to CTE programs of study. [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