Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career

Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career

May 2007

Authors:

Natasha Lekes
Debra D. Bragg
Jane W. Loeb
Catherine A. Oleksiw
Jacob Marszalek
Margaret Brooks-LaRaviere
Rongchun Zhu
Chloe C. Kremidas
Grace Akukwe
Hyeong-Jong Lee
Lisa K. Hood

Executive Summary:

This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. CTE transition pathway programs seek to help students transition from high school to college and into family-sustaining wage careers. The study had two distinct components: 1) a secondary study that compared CTE and non-CTE students on academic experiences, achievement, and transition into the first semester of college; and 2) a postsecondary study that examined CTE pathway students’ transition experiences and outcomes associated with enrollment at the local community college. Both study components utilized qualitative methods to describe policies and practices and quantitative methods to assess how student participation affected student outcomes. A CTE transition program located in the Northwest which offered Information Technology/Computer Information Sciences (IT/CIS) curricula was one site, and a CTE transition program located in the Southeast which offered the Health Alliance curricula, specifically Emergency Medical Technician (EMT), was the second site.

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Lekes, N., Bragg, D. D., Loeb, J. W., Oleksiw, C. A., Marszalek, J., Brooks-LaRaviere, M., et al. (2007, May). Career and technical education pathway programs, academic performance, and the transition to college and career. St. Paul, MN: National Research Center for Career and Technical Education, University of Minnesota.