Factors Influencing High School Students' Career and Technical Education Course-Taking Patterns

• In Event: Marriott Roundtable Session 15
  In Roundtable Session: Career and Technical Education Roundtable 2

Abstract

Career and technical education (CTE) has gone through major transformations in the United States with important benefits for all students seeking postsecondary and career success. Research analyzing students’ CTE course-taking patterns is important for understanding which students are taking CTE courses and why in order to inform future research and practice. Using the High School Longitudinal Study of 2009 (HSLS:2009), we framed our investigation with a conceptual model consisting of a CTE typology on course-taking patterns and literature-based individual and social factors. Results from descriptive and multinomial logistic regression indicated that the majority of students were enrolling in some level of CTE credits and that individual and social factors were influential but varied by specific course-taking patterns.

Authors

• Xue Xing, University of Nevada, Las Vegas

• Tiberio Garza, University of Nevada - Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas