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Career & Technical Education and School-To-Work at the End of the 20th Century: Participation and Outcomes

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Abstract:

We examined participation in the Career and Technical Education concentration (CTE), and School-to-Work activities at the end of the century following more than a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we also explored whether school-to-work activities have extended beyond their traditional CTE curricular base and have become part of the high school experience for all youth. We explored the relationship between students' background characteristics and curriculum concentration and key education outcomes, including course-taking patterns, high school GPA, school completion, and post-school expectations. We concluded that there are ethnic, racial and socioeconomic differences among youth in the four curriculum concentrations. CTE concentrators, more than general concentrators, appear to benefit from changes aimed at increasing the academic rigor of their high school programs, as evidenced by their enrollment in math and science courses, high school GPA, and school completion.

Document Type: Research Article

DOI: https://doi.org/10.5328/CTER30.2.125

Publication date: 2005-01-01

More about this publication?
  • (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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