Participation in Career and Technical Education in High School: A Course-Taking Perspective

• In Event: Roundtable Session 47
  In Roundtable Session: Testing and Measuring Student Outcomes in Career and Technical Education

Abstract

Participation in Career and Technical Education is examined using a typology that reflects more closely and more thoroughly the experience of high schools students. Using variables that have arguably been traditional predictors, we create a path analysis model to explain why participation in CTE of those students is likely to be based on background personal and family characteristics, and prior academic achievement. Specifically, we examined course taking of 3 or more CTE credits with the fulfillment of the requirements of at least one occupational area. Using data from the NCES Education Longitudinal (ELS) Study of 2002, the model reveals an inverse relationship between the background characteristics and prior achievement with high intensity CTE course taking.

Authors

• Oscar A. Aliaga, University of Louisville

• Emily Dickinson, University of Louisville