Preparing Students for College and Career in the United States: the Effects of Career-Themed Programs of Study on High School Performance

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From: Vocations and Learning(Vol. 10, Issue 1)
Publisher: Springer
Document Type: Report
Length: 275 words

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To access, purchase, authenticate, or subscribe to the full-text of this article, please visit this link: Byline: Marisa E. Castellano (1), George B. Richardson (2), Kirsten Sundell (3), James R. Stone (4) Keywords: College and career readiness; Career pathways; Career and technical education; Programs of study; High school achievement; Instrumental variables Abstract: In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students' probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement. Author Affiliation: (1) University of Illinois, Urbana-Champaign, Champaign, IL, USA (2) School of Human Services, College of Education, Criminal Justice, and Human Services, University of Cincinnati, 6305B Reccenter, Cincinnati, OH, USA (3) Southern Regional Education Board (SREB), Atlanta, GA, USA (4) National Research Center for Career and Technical Education at SREB, Atlanta, GA, USA Article History: Registration Date: 05/07/2016 Received Date: 03/08/2015 Accepted Date: 05/07/2016 Online Date: 13/07/2016

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Gale Document Number: GALE|A485824314