東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Essays on Workforce Development /

Gable, Alexis,

FindBook

Google Book

Amazon

博客來

Essays on Workforce Development /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Essays on Workforce Development // Alexis Gable.
作者:	Gable, Alexis,
面頁冊數:	1 electronic resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31296346
ISBN:	9798382776507

Essays on Workforce Development /
Gable, Alexis,

Essays on Workforce Development /Alexis Gable. - 1 electronic resource (184 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Since its introduction in the early 1900s, the codification of vocational education has made explicit that one purpose of the American public education system should be preparation for the workforce. Over three-quarters of high school students participate in present-day career and technical education, nearly half of undergraduate degrees conferred are sub-baccalaureate degrees, and almost 3 million individuals have accessed over 70,000 publicly-funded training programs in the past 5 years. In recent years, states have placed a renewed effort on workforce training, and on a national level, employers frequently reference a "skills gap" between the skills necessary for work and the skills that workers possess. Despite high levels of participation and growing consensus that this training benefits both participants and employers, relatively little is known about how the US education and training system at various levels prepares people for the workforce.In this dissertation, I analyze this preparation at three levels. The first paper aims to understand between- and within-school differences in high school career and technical education course offerings, engagement, and college-going. The second paper measures the impact of a policy aimed at increasing dual enrollment access and smoothing the pipeline to community colleges on participation, college enrollment, and college completion. The third paper describes access to the system of workforce training options, both within and outside of institutions of higher education, for adults with high school diplomas but without bachelor's degrees. I situate each paper with the knowledge that low-income, Black, and Latino workers are most likely to participate in workforce training.This work broadens workforce development research by providing a robust description of training across an entire state (Papers 1 and 2) and across the US (Paper 3). It also deepens this research by analyzing equity in access to various types of training, as well as outcomes from participation. These findings have important state- and federal-level policy implications and school-level practice implications for policymakers and practitioners seeking to expand access or target funding to workforce training.

English

ISBN: 9798382776507Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Dual enrollment

Essays on Workforce Development /
LDR:03692nmm a22004453i 4500 001 2428557
005 20250414021855.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798382776507
035 $a (MiAaPQD)AAI31296346
035 $a AAI31296346
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Gable, Alexis, $e author. $0 (orcid)0009-0006-2200-7571 $3 3815855
245 1 0 $a Essays on Workforce Development / $c Alexis Gable.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (184 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisors: Terry Long, Bridget Committee members: Deming, David; Avery, Christopher; Dougherty, Shaun M.
502 $b Ph.D. $c Harvard University $d 2024.
520 $a Since its introduction in the early 1900s, the codification of vocational education has made explicit that one purpose of the American public education system should be preparation for the workforce. Over three-quarters of high school students participate in present-day career and technical education, nearly half of undergraduate degrees conferred are sub-baccalaureate degrees, and almost 3 million individuals have accessed over 70,000 publicly-funded training programs in the past 5 years. In recent years, states have placed a renewed effort on workforce training, and on a national level, employers frequently reference a "skills gap" between the skills necessary for work and the skills that workers possess. Despite high levels of participation and growing consensus that this training benefits both participants and employers, relatively little is known about how the US education and training system at various levels prepares people for the workforce.In this dissertation, I analyze this preparation at three levels. The first paper aims to understand between- and within-school differences in high school career and technical education course offerings, engagement, and college-going. The second paper measures the impact of a policy aimed at increasing dual enrollment access and smoothing the pipeline to community colleges on participation, college enrollment, and college completion. The third paper describes access to the system of workforce training options, both within and outside of institutions of higher education, for adults with high school diplomas but without bachelor's degrees. I situate each paper with the knowledge that low-income, Black, and Latino workers are most likely to participate in workforce training.This work broadens workforce development research by providing a robust description of training across an entire state (Papers 1 and 2) and across the US (Paper 3). It also deepens this research by analyzing equity in access to various types of training, as well as outcomes from participation. These findings have important state- and federal-level policy implications and school-level practice implications for policymakers and practitioners seeking to expand access or target funding to workforce training.
546 $a English
590 $a School code: 0084
650 4 $a Education policy. $3 2191387
650 4 $a Statistics. $3 517247
650 4 $a Vocational education. $3 539232
653 $a Dual enrollment
653 $a Workforce development
653 $a Vocational education
653 $a Workforce training
653 $a Course offerings
690 $a 0458
690 $a 0510
690 $a 0747
690 $a 0463
710 2 $a Harvard University. $b Education. $e degree granting institution. $3 3815856
720 1 $a Terry Long, Bridget $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-12B.
790 $a 0084
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31296346