Actions against Poverty: The Impact of Career Technical Education

Autor/inn/en	Rabren, Karen; Carpenter, Jonathan; Dunn, Caroline; Carney, Jamie S.
Titel	Actions against Poverty: The Impact of Career Technical Education
Quelle	In: Career Development and Transition for Exceptional Individuals, 37 (2014) 1, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414522091
Schlagwörter	Poverty; Disabilities; Vocational Education; Employment; Education Work Relationship; Predictor Variables; Surveys; Regression (Statistics); Gender Differences; Racial Differences; General Education; Student Employment; High School Students; Alabama + Suchen Sie Ihr Suchwort? Armut; Handicap; Behinderung; Ausbildung; Berufsbildung; Dienstverhältnis; Prädiktor; Survey; Umfrage; Befragung; Regression; Regressionsanalyse; Geschlechterkonflikt; Rassenunterschied; Allgemein bildendes Schulwesen; Allgemeinbildung; Studentenarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	There is clear and convincing evidence that students with disabilities living in poverty are facing the double jeopardy of dealing with issues associated with their disability, as well as the challenges of living in minimal conditions. Improving outcomes for this population requires the identification and implementation of effective programs. This study analyzed program factors and post-school outcomes of 500 former students with disabilities to determine to what extent predictions regarding employment for these students can be determined. Findings suggest that in high-relative poverty areas, participation in career technical education is associated with higher rates of employment during and after high school. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10