Understanding IBC (Industry-Based Credential) Receipt Among Texas High School Students

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Beyond the Numbers: Understanding Certification, Identity, and Inclusion in Educational Policy (Table 10)

Abstract

Federal and state policy have increasingly emphasized the development of structured Career and Technical Education (CTE) programs of study where students have opportunities to earn Industry-Based Credentials (IBCs). Using data from Texas’s statewide longitudinal data system, we have compiled an analytical sample of more than two million students (n=2,119,750) who graduated from a Texas high school between 2017 & 2022. In the Fall of 2024, we will use multilevel logistic regression models to estimate how student and school characteristics relate to students’ likelihood of earning an IBC and to students’ likelihood of earning an IBC aligned with their CTE coursework. These analyses build upon prior work, which examined likelihood of any IBC receipt, amongst only three cohorts of graduates [1].

Authors

• Tasneem Sultana, University of Texas at Austin

• Madison E. Andrews, University of Texas at Austin

• Matthew S. Giani, University of Texas at Austin