Student Interest and Equitable Access to Career and Technical Education High Schools of Choice

Autor/inn/en	Ansel, Dana; Dougherty, Shaun; Ecton, Walter; Holden, Kristian; Theobald, Roddy
Titel	Student Interest and Equitable Access to Career and Technical Education High Schools of Choice
Quelle	In: Journal of School Choice, 16 (2022) 4, S.588-622 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dougherty, Shaun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2022.2039427
Schlagwörter	School Choice; Vocational High Schools; Vocational Education; Student Interests; Student Attitudes; Barriers; Equal Education; Middle School Students; Grade 8; Predictor Variables; School Counselors; Massachusetts + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Ausbildung; Berufsbildung; Studieninteresse; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; School counselor; Beratungslehrer; Pädagogischer Berater; Master-Studiengang
Abstract	A growing body of evidence points to increased interest in and positive outcomes of participating in Career and Technical Education (CTE). We examine selection into CTE high schools of choice in Massachusetts, a state that has made large investments in CTE, and CTE-dedicated high schools, where interest in attending the schools regularly exceeds capacity. We use longitudinal data, surveys, focus groups, and interviews to understand which students plan to attend CTE-dedicated high schools, why they choose them, and what barriers or disparities exist in the school choice process. These findings raise important questions about the role of equity in access to CTE. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01