High School Dropout and the Role of Career and Technical Education: A Survival Analysis of Surviving High School

Autor/inn/en	Plank, Stephen B.; DeLuca, Stefanie; Estacion, Angela
Titel	High School Dropout and the Role of Career and Technical Education: A Survival Analysis of Surviving High School
Quelle	In: Sociology of Education, 81 (2008) 4, S.345-370 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070808100402
Schlagwörter	High Schools; Courses; Dropouts; Vocational Education; Secondary School Curriculum; Dropout Rate; Correlation; At Risk Students; Student Motivation; Age Differences; Adolescents; Course Selection (Students); Family Structure; Parents; Educational Attainment; Academic Achievement; Grade Point Average; Racial Differences; African Americans; Whites; Hispanic Americans; Gender Differences; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? High school; Oberschule; Kursangebot; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausbildung; Berufsbildung; Korrelation; Schulische Motivation; Age; Difference; Age difference; Altersunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Course selection; Student; Students; Kurswahl; Familienkonstellation; Familiensystem; Eltern; Bildungsabschluss; Bildungsgut; Schulleistung; Rassenunterschied; Afroamerikaner; White; Weißer; Hispanic; Hispanoamerikaner; Geschlechterkonflikt
Abstract	This article uses data from the National Longitudinal Survey of Youth 1997 to investigate high school dropout and its association with the high school curriculum. In particular, it examines how combinations of career and technical education (CTE) and core academic courses influence the likelihood of leaving school. Hazards models indicate a significant curvilinear association between the CTE-to-academic course-taking ratio and the risk of dropping out for youths who were aged 14 and younger when they entered the ninth grade (not old for grade). This finding suggests that a middle-range mix of exposure to CTE and an academic curriculum can strengthen a student's attachment to or motivation while in school. The same association was not found between course taking and the likelihood of dropping out for youths who were aged 15 or older when they entered high school, thus prompting further consideration of the situation of being old for grade in school settings that remain highly age graded in their organization. (Contains 5 tables, 3 figures, and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10