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Career and Technical Education and C...

Ames, Roland Tyler.

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Career and Technical Education and Curricular Intensity: Outcomes of Tracking, Dropout, and College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Career and Technical Education and Curricular Intensity: Outcomes of Tracking, Dropout, and College./
Author:	Ames, Roland Tyler.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Technology education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28068761
ISBN:	9798662429529

Career and Technical Education and Curricular Intensity: Outcomes of Tracking, Dropout, and College.
Ames, Roland Tyler.

Career and Technical Education and Curricular Intensity: Outcomes of Tracking, Dropout, and College. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 140 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ph.D.)--The Johns Hopkins University, 2020.

This item must not be sold to any third party vendors.

In recent years, career and technical education (CTE), formerly labeled vocational education, increasingly has enrolled the full range of academic achievers. CTE research needs to take account of the quality and quantity of academic courses (curricular intensity) of students' experiences. I present three papers to address important aspects of the new directions in CTE. They leverage survey responses and transcripts from 9,400 students in the High School Longitudinal Study of 2009 to report nationally representative estimates. In the first paper, I compare curricular intensity levels of CTE and non-CTE students and then compare curricular intensity within CTE by career cluster using ordinary least squares regression analyses. In the second and third papers, I add curricular intensity to analyses of two common CTE research topics: high school dropout rate, college enrollment. I use discrete time hazards models and logistic regression analyses, respectively, to estimate the benefit of students' progress in a CTE program. I find that levels of curricular intensity do not differ between CTE and non-CTE students, but levels of curricular intensity do differ within CTE, by career cluster. These findings suggest that CTE is still mildly sorted-a possible sign of structural inequality. I also find that students with low curricular intensity have the greatest odds of dropping out of high school and that participation in CTE reduces dropout probability. Finally, I find that participation in secondary CTE is not significantly associated with post-secondary enrollment, nor the decision to attend a two- or four-year degree among college enrollees. These findings collectively emphasize the importance of curricular intensity as a critical variable in future research on CTE.

ISBN: 9798662429529Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

CTE

Career and Technical Education and Curricular Intensity: Outcomes of Tracking, Dropout, and College.
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520 $a In recent years, career and technical education (CTE), formerly labeled vocational education, increasingly has enrolled the full range of academic achievers. CTE research needs to take account of the quality and quantity of academic courses (curricular intensity) of students' experiences. I present three papers to address important aspects of the new directions in CTE. They leverage survey responses and transcripts from 9,400 students in the High School Longitudinal Study of 2009 to report nationally representative estimates. In the first paper, I compare curricular intensity levels of CTE and non-CTE students and then compare curricular intensity within CTE by career cluster using ordinary least squares regression analyses. In the second and third papers, I add curricular intensity to analyses of two common CTE research topics: high school dropout rate, college enrollment. I use discrete time hazards models and logistic regression analyses, respectively, to estimate the benefit of students' progress in a CTE program. I find that levels of curricular intensity do not differ between CTE and non-CTE students, but levels of curricular intensity do differ within CTE, by career cluster. These findings suggest that CTE is still mildly sorted-a possible sign of structural inequality. I also find that students with low curricular intensity have the greatest odds of dropping out of high school and that participation in CTE reduces dropout probability. Finally, I find that participation in secondary CTE is not significantly associated with post-secondary enrollment, nor the decision to attend a two- or four-year degree among college enrollees. These findings collectively emphasize the importance of curricular intensity as a critical variable in future research on CTE.
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