Heterogeneity in High School Career and Technical Education Outcomes. EdWorkingPaper No. 21-492

Autor/inn/en	Ecton, Walter G.; Dougherty, Shaun M.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Heterogeneity in High School Career and Technical Education Outcomes. EdWorkingPaper No. 21-492
Quelle	(2021), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ecton, Walter G.) ORCID (Dougherty, Shaun M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocational Education; Outcomes of Education; High School Students; College Attendance; Graduation; Employment; Income; Education Work Relationship; Students with Disabilities; Low Income Students; African American Students; Hispanic American Students; Gender Differences; Vocational High Schools; Disproportionate Representation; Massachusetts + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Abschluss; Graduierung; Dienstverhältnis; Einkommen; Disability; Disabilities; Behinderung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterkonflikt; Master-Studiengang
Abstract	High school Career and Technical Education (CTE) has received an increase in attention from both policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity "within" the wide range of programs falling under the broader CTE umbrella, and highlights the need for greater nuance in research and policy conversations that often consider CTE as monolithic. Examining multiple possible outcomes, including earnings, postsecondary education, and poverty avoidance, we find substantial differences in outcomes for students in fields as diverse as healthcare, IT, and construction. We also highlight heterogeneity for student populations historically overrepresented in CTE, and find large differences in outcomes for CTE students, particularly by gender. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01