Tracking in Career Technical Education- Identity of CTE and its Effects on Enrollment Patterns of Higher Achieving Students
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Date
2017-09-07
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Johns Hopkins University
Abstract
This study examines the salient factors contributing to the course selection trends of higher achieving students in career technical education (CTE) classes. While a lack of empirical evidence exists directly addressing the value of CTE classes for higher achieving students, multiple studies examining tracking, future earnings, standardized test score, grade point averages and cognitive theory suggest benefits for higher achieving students in CTE classes. In ABC school district, the perceived value of career technical education classes varies significantly between higher achieving and lower achieving student populations. Additionally, the identity of these classes from the perspective of teachers, parents, guidance counselors and peers has considerable impact on course recommendation for low, middle and high achieving students. An intervention was conducted, which redesigned CTE courses at a pilot high school to fit the IB framework and rebrand the classes in order to attract more high achieving students into the CTE pathways. The findings of the study suggest redesigning and rebranding CTE pathways to create a more rigorous perception of the classes has a positive effect on higher achieving student enrollment into the classes. The results of the study include increased enrollment of higher achieving students, decreased attrition rates of higher achieving students and no significant changes in the enrollment or attrition rates of middle and lower achieving students into CTE pathways.
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Keywords
career technical education, CTE, IB, college admission, high achieving students, ability tracking