Academic Impacts of Career and Technical Schools

Autor/inn/en	Neild, Ruth Curran,; Boccanfuso, Christopher; Byrnes, Vaughan
Titel	Academic Impacts of Career and Technical Schools
Quelle	In: Career and Technical Education Research, 40 (2015) 1, S.28-47 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	Vocational Education; Vocational Schools; School Districts; Cohort Analysis; Competitive Selection; Admission (School); Comparative Analysis; High School Graduates; Outcomes of Education; Graduation Rate; Credits; College Preparation; Mathematics; Algebra; Geometry; Sciences; Second Language Learning; Grade Point Average; Mathematics Achievement; Reading Achievement; Reading Comprehension; Tests; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; School district; Schulbezirk; Kohortenanalyse; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Lernleistung; Schulerfolg; Mathematik; Geometrie; Science; Wissenschaft; Zweitsprachenerwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Leseverstehen; Examination; Prüfung; Examen
Abstract	This study presents findings from three cohorts of students--the classes of 2003, 2004, and 2005, in the School District of Philadelphia--that were admitted to the district's career and technical education (CTE) schools through a randomized lottery process. This study takes advantage of this so-called "'natural experiment' to compare high school academic outcomes for" lottery applicants who were admitted with those for students who did not receive an acceptance. Results find that CTE students had significantly better outcomes in terms of graduation rates, credit accumulation, and the successful completion of the college preparatory mathematics sequence algebra 1, algebra 2, and geometry. Results for other outcomes such as the completion of science and foreign language course sequences, overall grade point average, and mathematics and reading comprehension achievement, were inconsistent across cohorts and statistical tests, neither favoring nor against students accepted to CTE schools. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://www.public.iastate.edu/~laanan/actermain/publications.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01