A Portrait of California Career Technical Education Pathway Completers. Technical Report. Getting Down to Facts II

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  • Additional Information
    • Availability:
      Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: [email protected]; Web site: http://www.edpolicyinca.org
    • Peer Reviewed:
      N
    • Source:
      36
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305E150006
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Vocational Education; Career Development; Public Schools; High School Students; Educational Attainment; High School Graduates; Student Characteristics; Race; Ethnicity; Socioeconomic Status; English Language Learners; Students with Disabilities; Institutional Characteristics; School Location; Student Diversity; Disadvantaged; Access to Education; Barriers; Social Mobility; Gender Differences; Disproportionate Representation; Outcomes of Education
    • Subject Terms:
      California
    • Abstract:
      This paper builds on current knowledge by examining patterns of career technical education (CTE) pathway completion for California public high school students in two consecutive years and using multiple data sources on course-taking, student demographics, and school characteristics. Specifically, the paper answers the following questions: (1) What are the most frequent CTE pathways completed by recent high school graduates?; (2) Who completes CTE pathways and how does CTE pathway completion differ by key student characteristics (e.g. race/ethnicity, socioeconomic status, English Learner status, students with disabilities)?; and (3) How do CTE pathway completion rates differ by key school characteristics (e.g. type of school, location of school, diversity of student body, and concentration of socioeconomic disadvantaged students)? Findings suggest that there may be clear differences in access or demand that must be better understood, and could also connect to funding incentives. For example, if lower-income Latino students participate in CTE at higher than average levels, but have more limited access to a breadth of pathways, the CTE policy landscape may hinder economic mobility rather the promote it. Furthermore, the gender-specific patterns of participation by sector also suggest that disrupting such patterns may be a policy lever that could be used to improve female representation in STEM fields if done properly.
    • Abstract:
      ERIC
    • IES Funded:
      Yes
    • Publication Date:
      2019
    • Accession Number:
      ED594616