Achievement Outcomes among High School Graduates in College and Career Readiness Programs of Study

Autor/inn/en	Castellano, Marisa; Ewart Sundell, Kirsten; Richardson, George B.
Titel	Achievement Outcomes among High School Graduates in College and Career Readiness Programs of Study
Quelle	In: Peabody Journal of Education, 92 (2017) 2, S.254-274 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2017.1302220
Schlagwörter	High School Graduates; College Readiness; Career Readiness; Outcomes of Education; Federal Legislation; Vocational Education; Educational Legislation; Technical Education; Regression (Statistics); Student Participation; Comparative Analysis; Student Records; Outcome Measures; Grade Point Average; Program Effectiveness; Academic Achievement; United States + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Lernleistung; Schulerfolg; Bundesrecht; Ausbildung; Berufsbildung; Bildungsrecht; Schulgesetz; Technikunterricht; Regression; Regressionsanalyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerakte; Schulleistung; USA
Abstract	This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01