Career and Technical Education, Career Pathways, And Work-Based Learning: Changes in Participation 1997–1999
James R. Stone III
Oscar A. Aliaga
We examined the extent to which high school students are choosing to participate in work-related education after a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we first examined the characteristics of students enrolled in alternative curriculum concentrations: career and technical (CTE), academic, dual (combining academic and CTE), and general. We then examined the characteristics of students who enroll in career pathways, tech prep, or any work-based learning (WBL) activity (defined as cooperative education, job shadowing, mentoring, school-sponsored enterprise, and internship/apprenticeship).
Secondly, we analyzed socioeconomic, school experience, and CTE-related variables that could be predictors of participation in curriculum concentrations, career pathways, tech prep, and WBL activities; high school academic achievement; and risky behaviors. We concluded that CTE-related programs, supported by the school reforms, have helped in changing the coursetaking pattern of youth participating in those programs, and significantly contribute to students’ high school achievement.
Stone, J. R., III, & Aliaga, O. A. (2003, December). Career and technical education, career pathways, and work-based learning: Changes in participation 1997–1999. St. Paul, MN: National Research Center for Career and Technical Education, University of Minnesota.