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Author: Serena E. Hinz
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 2
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Author: Serena E. Hinz
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 2
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Author: Vera Bersudskaya
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
Career and technical education (CTE) is a significant component of high school education. For the last several decades, more than 90 percent of public high school graduates have earned at least some credits in CTE, with graduates from the class of 2005 earning an average of 4.0 CTE credits (Hudson and Laird 2009; Levesque 2003; Levesque et al. 2008; Tuma 1996). As demand for a high-skill workforce has increased, reforms have focused on changing high school CTE from an alternative to the college preparatory curriculum to an educational pathway for all students that connects high schools, colleges, and the workforce (Kazis 2005; Lekes et al. 2007; Silverberg et al. 2004). This set of Issue Tables provides information on the transition of CTE participants into postsecondary education and the labor market during the first 2 years after their high school graduation. In these tables, CTE participants are identified based on the courses they took in high school. The National Center for Education Statistics (NCES) classifies the courses listed in high school transcripts into various subject areas (mathematics, science, social studies, and so on) using the Secondary School Taxonomy (SST) (Bradby and Hudson 2007). The SST divides CTE into three major categories--family and consumer sciences education, general labor market preparation, and occupational education, with occupational education further divided into 21 specific occupational areas (business management, marketing, manufacturing, and so on). To ensure adequate samples for the analysis presented here, the 21 occupational program areas in the SST are aggregated into the following 12 broad areas: (1) agriculture and natural resources; (2) business; (3) communications and design; (4) computer and information sciences; (5) construction and architecture; (6) consumer and culinary services; (7) engineering technologies; (8) health sciences; (9) manufacturing; (10) marketing; (11) public services; and (12) repair and transportation. The Issue Tables focus on occupational coursetaking because this is the part of the CTE curriculum that provides students with the technical skills necessary for entering the labor market, and it is also the largest of the three CTE curricular areas. The tables include information on graduates who earned different numbers of occupational credits, and on occupational concentrators. Occupational concentrators are defined in two ways: students who earned at least 2.0 credits in any one of the 12 occupational areas listed above, and students who earned at least 3.0 credits in any one of the 12 occupational areas. Table 1 presents the percentage of students from the class of 2004 who concentrated in occupational education during high school and who earned different numbers of occupational credits. Table 2 displays data on the transition of CTE students into postsecondary education and the labor force within 2 years after high school graduation. Tables 3 through 6 provide information about students who enrolled in postsecondary education, with a focus on their enrollment characteristics, persistence, and undergraduate major. Tables 7 through 10 present data on CTE students' employment, including their labor force status, average hourly wage, and occupation. Table 11 shows the percentage of CTE concentrators who were pursuing a major or an occupation related to their high school CTE concentration area. A glossary is included. (Contains 13 tables, 1 exhibit, and 4 endnotes.).
Author: James R. Stone III
Publisher: Teachers College Press
ISBN: 0807770930
Category : Education
Languages : en
Pages : 225
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Book Description
More than half of 9th graders in the United States will never complete a college degree. High schools must do more than prepare some students for college: They must prepare all American youth for productive lives as well as continued learning beyond high school. In this timely volume, two educational leaders advocate for a more meaningful high school experience. To accomplish this, the authors argue that we need to change the focus of our current high school reform efforts from "college for all" to "careers for all." This work shows how schools can prepare young people both for the emerging workplace and postsecondary education.
Author: Henry O'Lawrence
Publisher: Informing Science
ISBN: 1932886680
Category : Community colleges
Languages : en
Pages : 239
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Book Description
This book provides the reader with an overview of the evolution of career and technical education in California over the 20th century and some insight as to its strengths and weaknesses as well as the challenges it faces in the new millennium. This book delves into why career and technical education/vocational education are so important and needed in California’s public schools. Among the things it looks at are “What is vocational education?” “What are the benefits of vocational education, and in particular, to the student?” and “Why does California need vocational education?” Section one of this book discusses the historical foundation of career and technical education in California starting from the beginning of 1900 to 2000. Section two contains research on the 21st century workforce and the community college’s CTE programs and role in the economy. This book provides a forum and voice for scholars in California. It allows us to learn and understand how career and technical education was viewed at the beginning of its foundation, its curriculum, and its impact on the California labor force today. It also looks at the labor market disadvantages we are facing due to lack of proper structures in the CTE programs across the State.
Author: Kenneth B. Hoyt
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 48
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Author: Pennsylvania Conference on Post-secondary Occupational Education
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 144
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Author: Sandra Staklis
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
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Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing student achievement, supporting program improvement and professional development efforts, and holding educators accountable for their students' performance. Interest in such assessments and their use are increasing nationwide, particularly in response to the 2006 Perkins Act requirement for reporting on career and technical skill proficiencies (Hyslop, 2009). Research, however, has yet to fully relate technical skill levels, as measured by high school graduates' performance on broad work readiness or narrow, occupation-specific technical skill assessments, to their subsequent employment and/or postsecondary enrollment outcomes. To address this gap in the literature, this study analyzes data on over 21,500 high school graduates with a CTE concentration in Pennsylvania who completed a workplace readiness or occupation-specific assessment developed by the National Occupational Competency Testing Institute (NOCTI). To control for student demographic characteristics and educational experiences, assessment score record data for the 2005-2006 and 2006-2007 academic years were merged with student-level administrative records maintained by the Bureau of Career and Technical Education, PDE. Follow-up data on graduates' post-program work experiences were obtained from a state survey administered to all CTE program graduates to ascertain their job status in the second quarter following their high school completion. Postsecondary enrollment data were obtained by matching student identifiers with records maintained by the National Student Clearinghouse (NSC) to determine whether individuals enrolled in a postsecondary institution at any time between completing high school and the fall of 2009. Descriptive statistics identify the demographic, high school academic, and CTE program characteristics of graduates who took workplace readiness and occupation-specific technical skill assessments and show graduates who had earned industry certifications by program type and skill level. The second half of the analysis estimates logistic regression models of the effect of technical skill level (as measured by a technical skill assessment or industry-recognized certification) on the odds of postsecondary enrollment following high school graduation. Although Pennsylvania is one of the most advanced states in administering technical assessments to all secondary CTE program graduates, associating test performance with post-program placements is compromised by low response rates. Of the nearly 30,000 graduates for whom NOCTI test scores were available, researchers were able to match educational records for just over 21,500 individuals (72%). Among the graduates for whom record matches were achieved, descriptive statistics indicate positive associations between graduates' technical skill level as measured by a technical skill assessment, being female, and enrolling in a Health Occupations or Occupational Home Economics program. Skill levels also are positively associated with graduates' grade point average (GPA) and the number of advanced math and science courses passed. Multivariate analyses indicate that, when controlling for race/ethnicity, gender, the number of advanced science and math courses passed during high school, and GPA, the odds of CTE program graduates enrolling in higher education are greater by a factor of 1.39 for those with the highest level of technical skill than those with the lowest level, as measured by performance on an occupation-specific assessment. Among CTE graduates who took a workplace readiness assessment, the odds of enrolling in postsecondary education among those scoring at the highest skill level are greater by a factor of 2.22 than those scoring at the lowest skill level. Although data on industry-recognized certifications were more limited, no statistically significant relationship was found between earning a certification and enrolling in higher education. (Contains 14 tables and 31 footnotes.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 48
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Author: Grant Venn
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 204
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Book Description
USA. Vocational training and technical education at a higher education level. Statistical tables. Bibliography pp. 176-184.
Author: Illinois. State Board of Education (1973- )
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 26
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