Who Has Access to and Enrolls in High-Quality STEM CTE Courses? Evidence from Massachusetts’ Two-Tiered System

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Rigorous Evidence on the Accessibility and Impacts of CTE and Vocational Education

Abstract

This study examines access to high-quality STEM Career and Technical Education using administrative data from Massachusetts high schools. Leveraging Massachusetts' two-tiered system, we distinguish between Chapter 74 (high-quality) and non-Chapter 74 (standard-quality) courses. While half of students participate in STEM CTE, significant demographic disparities persist. Within Regional Vocational Technical Schools, traditionally underrepresented students show higher high-quality course participation, suggesting institutional environments promote equity. Fixed-effects analyses reveal female students demonstrate significantly higher within-school participation, likely reflecting Health Services enrollment. However, barriers persist for economically disadvantaged students and students with disabilities. No significant differences emerge between White and Black/Latinx students. Findings highlight the importance of distinguishing course quality in equity research and suggest expanding access requires addressing institutional availability and enrollment barriers.

Authors

• Yunee H Yoon, Boston University

• Shaun Dougherty, Boston College