Postsecondary Career and Technical Education: Demographic Differences in Enrollment, Departure, and Completion

Autor/inn/en	Hinz, Serena; Warkentien, Siri; Hong, Yihua
Institution	RTI International; National Center for Innovation in Career and Technical Education (NCICTE) (ED); Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Titel	Postsecondary Career and Technical Education: Demographic Differences in Enrollment, Departure, and Completion
Quelle	(2017), (94 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Postsecondary Education; Vocational Education; Demography; Enrollment; Undergraduate Students; Regression (Statistics); Hispanic American Students; Asian American Students; African American Students; First Generation College Students; Federal Aid; Grants; Language Proficiency; Disabilities; Dropouts; Gender Differences; Academic Persistence; At Risk Students; Transfer Students + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Demografie; Einschulung; Regression; Regressionsanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Grant; Finanzielle Beihilfe; Language skill; Language skills; Sprachkompetenz; Handicap; Behinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Geschlechterkonflikt; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This report examines differences in enrollment, departure, and completion at postsecondary, subbaccalaureate career and technical education (CTE) programs among a nationally representative sample of students who first entered postsecondary education in academic year 2011-12. Logistic regression results show that female, Hispanic, Pell Grant--recipient, and first-generation college students were more likely to enroll at for-profit institutions relative to public institutions, while Asian students and students with low English proficiency were less likely to do so. Results from event history analysis indicate that black students, students with a disability, first-generation college students, and those who did not receive a Pell Grant (were not low- or moderate-income) were more likely to depart from their CTE program--without earning a degree or certificate--within the first three years of beginning. Students who were female, black, Asian, or had a disability were less likely to complete a CTE credential within three years. These findings imply that colleges could do more to help those students most at risk of non-completion earn their certificate- or associate-level CTE credential within three years. (As Provided).
Anmerkungen	Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01