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The Effect of Career and Technical Education on Urban Student Preparation for College and Career Readiness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Career and Technical Education on Urban Student Preparation for College and Career Readiness./
Author:	Higgs, Jodie.
Description:	1 online resource (99 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Vocational education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355325430

The Effect of Career and Technical Education on Urban Student Preparation for College and Career Readiness.
Higgs, Jodie.

The Effect of Career and Technical Education on Urban Student Preparation for College and Career Readiness. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Recently in educational reform there has been a great emphasis placed on college and career readiness to equip all students for success beyond high school graduation. Traditionally, success beyond graduation has meant transitioning directly to a 2- or 4-year institution. Another viable alternative to the conventional path is through programs in career and technical education. The purpose of this study was to examine the impact of career and technical education's programs of study on enrolled students as it relates to their being college and career ready. This study observed measures of career readiness such as ACT scores, grade point averages, and attendance rates of both students on the academic path and students on the career and technical path of three urban comprehensive high schools and career and technical centers in an urban West Tennessee school district for the 2014-2015 school year. The data used in this study were obtained from the Office of Planning and Accountability of the school district after removing all identifiers. Included in this study were 801 students of comprehensive high schools and career and technical centers. The Statistical Program for Social Sciences was used to determine significant differences between the attendance rates, grade point averages, and ACT scores of concentrators and/or completers and students on the traditional academic path for the 2014-2015 school year. Independent-Samples t tests were utilized for the analysis and showed that there was no evidence that either career and technical education completion or traditional academic path completion status significantly affected attendance rates, grade point averages, or ACT composite scores.

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

Mode of access: World Wide Web

ISBN: 9780355325430Subjects--Topical Terms:

661062
Vocational education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effect of Career and Technical Education on Urban Student Preparation for College and Career Readiness.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
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504 $a Includes bibliographical references
520 $a Recently in educational reform there has been a great emphasis placed on college and career readiness to equip all students for success beyond high school graduation. Traditionally, success beyond graduation has meant transitioning directly to a 2- or 4-year institution. Another viable alternative to the conventional path is through programs in career and technical education. The purpose of this study was to examine the impact of career and technical education's programs of study on enrolled students as it relates to their being college and career ready. This study observed measures of career readiness such as ACT scores, grade point averages, and attendance rates of both students on the academic path and students on the career and technical path of three urban comprehensive high schools and career and technical centers in an urban West Tennessee school district for the 2014-2015 school year. The data used in this study were obtained from the Office of Planning and Accountability of the school district after removing all identifiers. Included in this study were 801 students of comprehensive high schools and career and technical centers. The Statistical Program for Social Sciences was used to determine significant differences between the attendance rates, grade point averages, and ACT scores of concentrators and/or completers and students on the traditional academic path for the 2014-2015 school year. Independent-Samples t tests were utilized for the analysis and showed that there was no evidence that either career and technical education completion or traditional academic path completion status significantly affected attendance rates, grade point averages, or ACT composite scores.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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