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A comparative study of the academic ...

Mulcahy, John Vance.

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A comparative study of the academic performance of career and technical education students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparative study of the academic performance of career and technical education students./
Author:	Mulcahy, John Vance.
Description:	123 p.
Notes:	Advisers: Walter Delecki; Gary Emanuel.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3257740

A comparative study of the academic performance of career and technical education students.
Mulcahy, John Vance.

A comparative study of the academic performance of career and technical education students. - 123 p.

Advisers: Walter Delecki; Gary Emanuel.

Thesis (Ed.D.)--Northern Arizona University, 2007.

The purpose of this study was to compare the academic performance of CTE and non-CTE students using the ACT test. In addition to comparing CTE vs. non-CTE students, comparisons were also conducted among three CTE subgroups: CTE samplers, CTE concentrators and CTE completers.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A comparative study of the academic performance of career and technical education students.
LDR:02267nam 2200313 a 45 001 958113
005 20110704
008 110704s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3257740
035 $a AAI3257740
040 $a UMI $c UMI
100 1 $a Mulcahy, John Vance. $3 1281574
245 1 2 $a A comparative study of the academic performance of career and technical education students.
300 $a 123 p.
500 $a Advisers: Walter Delecki; Gary Emanuel.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0974.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2007.
520 $a The purpose of this study was to compare the academic performance of CTE and non-CTE students using the ACT test. In addition to comparing CTE vs. non-CTE students, comparisons were also conducted among three CTE subgroups: CTE samplers, CTE concentrators and CTE completers.
520 $a This study was a quantitative, group comparison study that employed evaluation methodology. Because the data used in this study were already present in archives this was an ex post facto study. The data included ACT cognitive and non-cognitive data on 533 students in the Peoria Unified School District who graduated in 2005. Data were examined to determine if the quantity of CTE a student took had an impact on their academic performance.
520 $a The study concluded that there is no statistically significant difference among CTE samplers, CTE concentrators, CTE completers and non-CTE students. It cannot be concluded that taking CTE courses has a significant impact on academic achievement as measured by the ACT test. However, it can be concluded that CTE course enrollment does not harm academic achievement. CTE students do as well academically as non-CTE students. It can also be concluded that CTE students are equally college-ready as non-CTE students because the ACT test is designed to test college readiness.
590 $a School code: 0391.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Vocational. $3 1017499
690 $a 0288
690 $a 0727
690 $a 0747
710 2 $a Northern Arizona University. $3 783744
773 0 $t Dissertation Abstracts International $g 68-03A.
790 $a 0391
790 1 0 $a Delecki, Walter, $e advisor
790 1 0 $a Emanuel, Gary, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3257740