Changes in Career and Technical Education Awareness and Participation in a Mandated Programs of Study School Reform Environment: Third-Year Results

• In Event: Programs of Study as Locally Adaptable High School Reforms

Abstract

Objectives
We describe third-year findings from a longitudinal study of a state-mandated school reform designed to improve student high school graduation, career preparation and college-going outcomes through career exploration and planning and career-focused programs of study (POS). Preliminary findings on reports of the influence of this policy on Career and Technical Education (CTE) awareness and participation are described.

Theoretical Framework
The American Youth Policy Forum (2009) has observed that effective CTE programs prepare students for both postsecondary education and careers, integrate more academic content into CTE curricula, and demonstrate the application of academic concepts to technical or occupational settings. Increasingly, CTE students are being prepared for both college and careers (DeLuca, Plank, & Estacion, 2006; Gordon, 2008).

Methods
This five-year study is using a mixed-methods quasi-experimental approach (Teddlie & Tashakkori, 2009), collecting quantitative and qualitative data from eight high schools in one state that vary on critical study factors: local industries, socioeconomic indicators, and initial levels of policy implementation.

Current findings reported are based on content analysis of information collected during on-site interviews with school and career center personnel and students from 2009 through 2011. Questions covered the level of implementation of POS, changes due to implementation of the school reform policy, and the relationship between academic and CTE courses and programs.

Results
The state policy has increased guidance personnel awareness and knowledge of CTE programs and dissemination of that information. CTE teachers report not only an increase in numbers of students being directed into their courses but also more appropriate placement of students in courses and programs.

Students face challenges, however, with CTE course taking and scheduling, and face tradeoffs between CTE, honors, Advanced Placement, and dual credit courses. There are often limited offerings for CTE courses, and competition with required core academic courses. College-bound students face challenges in balancing CTE with other courses due to the lower weights assigned to CTE courses in GPA calculations. This is occasionally balanced by giving dual credit (high school and community college credit) and higher GPA weights to advanced CTE courses.

Evidence from student focus groups in the eight schools has indicated that students who might traditionally be regarded as at risk of dropping out of school are often experiencing a greater sense of connection and engagement to school, and hence may be more likely to take and pass more demanding courses, graduate from high school, and be more strategic in their thinking about careers. Similarly, students likely to go to college often report obtaining more realistic feedback about the pros and cons of different careers and may be able to make more informed choices as to college majors as a result of this state mandated set of reforms.

Scholarly Significance
Third-year findings indicate that the state’s dramatic change in policy may be having influence in important areas and plans are underway to explore this issue further.

Authors

• Cathy Hammond, Clemson University

• Cairen Withington, Clemson University

• Samuel Francis Drew, Clemson University

• Catherine Mobley, Clemson University

• Julia Sharp, Clemson University

• Samuel C. Stringfield, University of Cincinnati

• Natalie Kosine Stipanovic, University of Louisville