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Useful tool or educational boondoggl...

Carton, Meghan Feeley.

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Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes./
Author:	Carton, Meghan Feeley.
Description:	46 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536836
ISBN:	9781303060458

Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes.
Carton, Meghan Feeley.

Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes. - 46 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.P.P.)--Georgetown University, 2013.

Policymakers have long debated whether Career and Technical Education (CTE) is a viable, alternate route for education delivery. The debate has often been based on limited and biased research. This paper examines two significant gaps in existing literature. One is how CTE interacts with educational attainment controlling for key factors that have generally not been accounted for in the past, including the socio-economic status of students and school location. The second gap is how CTE interacts with student attachment. Student attachment to education and coursework has been shown to increase educational attainment (Finn 1989; NAVE 1989; NAVE 2008) but there has been limited data to explore the relationship between CTE and attachment. The Educational Longitudinal Survey of 2002 (ELS:2002) provides a unique set of variables that allows me to examine attachment. Not all students appear to benefit from having CTE programs in their schools. Nationwide, schools with CTE programs appear to have worse education outcomes. However, students in high-poverty schools with CTE, as compared to those that do not, are at least 11.2 percentage points more likely to graduate from high school and at least 7.5 percentage points more likely to enroll in post-secondary institutions. How CTE interacts with school attachment remains unclear. Although student morale showed an increase among students in high-poverty schools, the other attachment variables examined produced inconclusive results. What is clear is that further research and innovation are needed to determine if CTE should be a primary tool in increasing education outcomes.

ISBN: 9781303060458Subjects--Topical Terms:

1669130
Education, Policy.

Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes.
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245 1 0 $a Useful tool or educational boondoggle: An analysis of the existing state of career and technical education programs and education outcomes.
300 $a 46 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Thomas Wei.
502 $a Thesis (M.P.P.)--Georgetown University, 2013.
520 $a Policymakers have long debated whether Career and Technical Education (CTE) is a viable, alternate route for education delivery. The debate has often been based on limited and biased research. This paper examines two significant gaps in existing literature. One is how CTE interacts with educational attainment controlling for key factors that have generally not been accounted for in the past, including the socio-economic status of students and school location. The second gap is how CTE interacts with student attachment. Student attachment to education and coursework has been shown to increase educational attainment (Finn 1989; NAVE 1989; NAVE 2008) but there has been limited data to explore the relationship between CTE and attachment. The Educational Longitudinal Survey of 2002 (ELS:2002) provides a unique set of variables that allows me to examine attachment. Not all students appear to benefit from having CTE programs in their schools. Nationwide, schools with CTE programs appear to have worse education outcomes. However, students in high-poverty schools with CTE, as compared to those that do not, are at least 11.2 percentage points more likely to graduate from high school and at least 7.5 percentage points more likely to enroll in post-secondary institutions. How CTE interacts with school attachment remains unclear. Although student morale showed an increase among students in high-poverty schools, the other attachment variables examined produced inconclusive results. What is clear is that further research and innovation are needed to determine if CTE should be a primary tool in increasing education outcomes.
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