The Effects of the COVID-19 Pandemic and Recession on Career Preparation during High School

Autor/inn/en	Dougherty, Shaun M.; Ecton, Walter G.; Bonilla, Sade; McGuinness, Sophie
Titel	The Effects of the COVID-19 Pandemic and Recession on Career Preparation during High School
Quelle	In: Peabody Journal of Education, 97 (2022) 3, S.326-343 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ecton, Walter G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2079911
Schlagwörter	COVID-19; Pandemics; School Closing; Vocational Education; Work Experience; Job Skills; Graduation Rate; High School Students; Vocational Schools; Students with Disabilities; Low Income Students; Geographic Regions; Educational Attainment; Student Characteristics; Predictor Variables; Institutional Characteristics; Massachusetts + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Ausbildung; Berufsbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Produktive Fertigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Disability; Disabilities; Behinderung; Bildungsabschluss; Bildungsgut; Prädiktor; Master-Studiengang
Abstract	School closings in response to COVID-19 reduced the opportunity for students to engage in all learning including career and technical education (CTE). As a result of the COVID-19 disruption student opportunities for work-based learning and completion of hours required for professional certification was severely reduced. The absence of these experiences had the potential to create disruptions in the skill and experience accumulation for youth and their transition to the labor market. Prior research demonstrated that CTE training and certifications in high school improve earnings and employment outcomes for students, particularly those from marginalized communities. This paper uses administrative data from Massachusetts to investigate whether COVID-19 disruptions differentially influenced outcomes for CTE students relative to non-CTE students. We find graduation rates fell for all students, but students in specialized CTE high schools experienced smaller declines. These smaller differences were apparent for CTE students from lower-income families and those with disabilities. In contrast, students in large cities where the influence of COVID-19 was elevated fared less well, even among CTE participants. In contrast to educational attainment, graduating seniors continued earning industry credentials comparably to pre-COVID-19 rates. This work illuminates how the pandemic disrupted youth transitions to adulthood, particularly in marginalized communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01