Linking the Timing of Career and Technical Education Coursetaking With High School Dropout and College-Going Behavior

Bibliographic Data

ID8224076
AuthorsMichael A Gottfried (0000-0002-4396-0576, University of California, Santa Barbara, corresponding author), Jay Stratte Plasman (University of California, Santa Barbara), Jay Plasman (0000-0003-1071-8270, University of California, Santa Barbara)
Year2018
Volume55
Issue2
Pages325-361
Publication date2018-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0002831217734805
OpenAlexW2765561153
LanguageEN
Citations received21
References cited33

While prior studies have examined the efficacy of career and technical education (CTE) courses on high school students’ outcomes, there is little knowledge on timing of these courses and a potential link to student outcomes. We asked if the timing of these courses predicted differences in the likelihood of dropout and on-time high school graduation as well as college-going behaviors. We found that CTE coursetaking in high school was linked to lower chances of dropout and increased chances of on-time graduation, especially when these courses were taken later in high school. Little evidence arose that CTE coursetaking boosts college-going behaviors. The implications speak to the role of timing of CTE coursetaking, specifically on end of high school outcomes

Academic achievement · Dropout (neural networks · Graduation (instrument · Mathematics education · Medical education · School dropout · Sociology · Career Development and Diversity · Computer Science · Diverse Educational Innovations Studies · Education Systems and Policy · Medicine · Psychology

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