CTE Teachers and Non-Test Outcomes for Students with and without Disabilities. Working Paper No. 278-0123

Autor/inn/en	Theobald, Roddy; Goldhaber, Dan; Mallett Moore, Erica
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	CTE Teachers and Non-Test Outcomes for Students with and without Disabilities. Working Paper No. 278-0123
Quelle	(2023), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; High School Teachers; Students with Disabilities; Outcomes of Education; Vocational Education; Vocational Education Teachers; Teacher Certification; Teacher Qualifications; Attendance; Discipline; Grade Point Average; Educational Attainment; Teacher Characteristics; Washington + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Disability; Disabilities; Behinderung; Lernleistung; Schulerfolg; Ausbildung; Berufsbildung; Ausbilder; Lehrqualifikation; Anwesenheit; Disziplin; Bildungsabschluss; Bildungsgut
Abstract	We use data on high school students and teachers from Washington state to connect the observable characteristics of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grade point average, grade progression, and on-time graduation) of students with and without disabilities in their classrooms. We find that students participating in CTE tend to have better non-test outcomes when they are assigned to a CTE teacher from the state's Business and Industry pathway--designed for CTE teachers with 3 years of industry experience but no formal teacher preparation--relative to being assigned to a traditionally prepared CTE teacher. These results can inform efforts in Washington and across the country to develop and support similar alternative routes to CTE teacher licensure. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01