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Transition Planning for African-American Learning Disabled Students : = Are Career and Technical Education Schools the Key to Postsecondary Success?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Transition Planning for African-American Learning Disabled Students :/
Reminder of title:	Are Career and Technical Education Schools the Key to Postsecondary Success?
Author:	Walker, Tara D.
Description:	1 online resource (145 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355415780

Transition Planning for African-American Learning Disabled Students : = Are Career and Technical Education Schools the Key to Postsecondary Success?
Walker, Tara D.

Transition Planning for African-American Learning Disabled Students :Are Career and Technical Education Schools the Key to Postsecondary Success? - 1 online resource (145 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary outcomes than their counterparts. The purpose of this causal-comparative, quantitative study was to compare the postsecondary outcomes of AASWLD between their completion of a CTE and traditional high school program to determine rates of postsecondary success. Data was extracted from Georgia Department of Education (GADOE) website and other state-related agencies publicly available files. A chi-square test of independence was used to determine if there was a statistical association of postsecondary success between AASWLD traditional high school college-preparatory program completers and CTE program completers. A statistically significant association was found between attendance rate and school type (chi 2 = 31.862, df = 2, p < .05) with higher rates of attendance among CTE AASWLD. State data collection processes prevented a statistical test of association from being performed for all hypotheses. Alternatively, an analysis of available data was conducted and indicated graduation rates for CTE were higher for African-Americans and SWD when compared to traditional school and overall state graduation rates. Irrespective of school type African-American had lower graduation rates and received non-diploma credentials at higher rates across all races/ethnicities. Postsecondary outcomes of SPP Indicator 14 indicated that a year after graduation AASWLD had higher rates of being competitively employed and enrolled and/or participated in other postsecondary education/training at higher rates across all races/ethnicities. The findings indicate that participation and completion of CTE program of study may have greater potential for improving postsecondary outcomes for AASWLD than traditional high school program only. It is recommended that data collection processes should include additional disaggregation, as well as addressing a way to identify graduates as a CTE completer as part of SPP Indicator 14. CTE school programs may have the potential to improve the postsecondary outcomes of AASWLD and may be a more appropriate means in addressing some of the barrier related issues experienced by AASWLD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355415780Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Transition Planning for African-American Learning Disabled Students : = Are Career and Technical Education Schools the Key to Postsecondary Success?
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520 $a Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary outcomes than their counterparts. The purpose of this causal-comparative, quantitative study was to compare the postsecondary outcomes of AASWLD between their completion of a CTE and traditional high school program to determine rates of postsecondary success. Data was extracted from Georgia Department of Education (GADOE) website and other state-related agencies publicly available files. A chi-square test of independence was used to determine if there was a statistical association of postsecondary success between AASWLD traditional high school college-preparatory program completers and CTE program completers. A statistically significant association was found between attendance rate and school type (chi 2 = 31.862, df = 2, p < .05) with higher rates of attendance among CTE AASWLD. State data collection processes prevented a statistical test of association from being performed for all hypotheses. Alternatively, an analysis of available data was conducted and indicated graduation rates for CTE were higher for African-Americans and SWD when compared to traditional school and overall state graduation rates. Irrespective of school type African-American had lower graduation rates and received non-diploma credentials at higher rates across all races/ethnicities. Postsecondary outcomes of SPP Indicator 14 indicated that a year after graduation AASWLD had higher rates of being competitively employed and enrolled and/or participated in other postsecondary education/training at higher rates across all races/ethnicities. The findings indicate that participation and completion of CTE program of study may have greater potential for improving postsecondary outcomes for AASWLD than traditional high school program only. It is recommended that data collection processes should include additional disaggregation, as well as addressing a way to identify graduates as a CTE completer as part of SPP Indicator 14. CTE school programs may have the potential to improve the postsecondary outcomes of AASWLD and may be a more appropriate means in addressing some of the barrier related issues experienced by AASWLD.
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