Rigorous Tests of Student Outcomes in Career Technology Education Programs of Study: Two-Year Results

• In Event: Exploring and Testing More Comprehensive Policy Frameworks for Career and Technical Education

Abstract

This experimental, longitudinal study, currently in its third of four years, is being conducted in the context of the reauthorization of the Carl D. Perkins legislation funding career and technical education (CTE) nationwide. This reauthorization increased accountability in academic achievement, technical skills achievement, and alignment with postsecondary technical education in the form of CTE programs of study (POS). This study estimates the impact of POS on student academic and technical achievement in high school. Interim results presented here suggest that by providing students with rigorous, relevant high school curricula that lead to college and careers, POS may help individuals achieve in school and successfully move into postsecondary education and the labor force, thus helping the larger economy as well.

Authors

• Marisa E. Castellano, University of Louisville

• Kirsten Ewart Sundell, University of Louisville

• Laura Overman, University of Louisville

• Oscar A. Aliaga, University of Louisville