Journal of Academic Development and Education JADE Issue 10 | Page 34

JADE | 34 ARTICLE #2 Title The Impact of a Career and Technical Education on the Graduation Rates and College Enrollment of High School Students Authors Rona Walker* & Aarek Farmer * Career and Technical Education Educator, Freed-Hardeman University, 6285 Covington Pike Rd, Millington, TN 38053, [phone] Assistant Professor, Academic Director, Director of Ed. D. in Instructional Leadership, Freed-Hardeman University, 6285 Covington Pike Rd, Millington, TN 38053, [phone] DOI http://dx.doi.org/10.21252/ KEELE-0000030 Contact [email protected] Keywords College and Career Readiness; graduation rate; college enrollment Abstract Context and Objectives.: This study explored the impact Career and Technical Education (CTE) had on high school students in Tennessee. Specifically, the purpose of this quantitative study was to compare graduation rates and college enrollment rates between CTE concentrators and non-concentrators. Methods: The researcher examined existing data from 39 schools in West Tennessee from the 2013-14 and 2014–15 years provided by districts CTE departments. Results: Results indicated that CTE concentrators were more likely to graduate high school and enroll in postsecondary education than were non-concentrators. Discussion and Conclusion: CTE can be a significant component of high school education and is connected to measurable success for students of all backgrounds. Schools should consider expanding opportunities for students to gain knowledge directly related to their career interests and strengths. Introduction The United States high school graduation rate was a record 84% in 2016, which was the highest percentage since states adopted a new uniform way of calculating graduation rates (National Center for Education Statistics [NCES], 2017). Seventy-six percent of black students graduated on time and 79% of Hispanic students graduated on time compared to 88% of white students and 91% of Asian/ Pacific Islander students (Balingit 2017). Although minority groups saw a rise in on-time graduation rates in 2016, gaps persist for low-income and minority students and students with disabilities. Semuels (2016) argued that inequities between wealthier and poorer districts continue to exist in all states across the United States. Kearney and Levine (2016) found that one-quarter or more of boys who started high school in the higher inequality states of Louisiana, Mississippi, Georgia, and the District Columbia failed to graduate in a four-year period, compared to 10% percent in Vermont, Wisconsin, North Dakota, and Nebraska; lower inequality states. Moreover, Layton (2014) suggested that it is not unusual for major cities to experience a higher dropout rate and lower graduation rate than states. Context and Objectives This study was designed to examine the impact of Career and Technical Education (CTE) on CTE concentrators and non-concentrators. CTE refers to a program in which courses (both at the high school and the postsecondary sub- baccalaureate levels) focus on the skills and knowledge required for specific jobs or fields of work. The ARTICLE #2 | 35 THE IMPACT OF A CAREER AND TECHNICAL EDUCATION ON THE GRADUATION RATES AND COLLEGE ENROLLMENT OF HIGH SCHOOL STUDENTS occupational fields may include: (a) agriculture and natural resources, (b) business support, management, and finance, (c) communications and design, (d) computer and information sciences, (e) construction, (f) consumer services, (g) education, (h) engineering, architecture, and science technologies, (i) health sciences, (j) manufacturing, (k) marketing, (l) public, legal, social, and protective services, (m) repair, (n) and transportation. At the high school level, CTE is sometimes expanded beyond "occupational education" to include family and consumer sciences education and courses that provide general labor market skills. Effective Career and Technical Education (CTE) programs allow students to earn dual enrollment credits, industry- endorsed certificates, and technical endorsements while earning high school diplomas (Plank, DeLuca, & Estacion, 2005). Although the United States high school graduation rate has increased in recent years, differences exist by race and ethnicity, socioeconomic status, immigration status and state (American Institutes for Research, 2016). The 2013 dropout rates for Asian and Caucasian 16- to 24-year-olds were lower than their African American and Hispanic students. Lynch (2016) noted since the National Center for Education Statistics started tracking different groups of high school students in the late 1960s, the socioeconomic status of each pupil has impacted the graduation rate. Students from low-income families are 2.4 times more likely to drop out than middle-income students, and more than 10 times more likely to drop out than their high-income peers. Methods A quantitative research method was used to gather existing data regarding graduation rates of CTE concentrators and non- concentrators. Concentrators were considered students who took three or more CTE courses, while non-concentrators were students who took less than three CTE courses. The following research questions guided the study. 1. Is there a significant difference between the graduation rates of Career and Technical Education concentrators and non- concentrator students? 2. Is there a relationship between college enrollment and the completion of a Career and Technical Education (CTE) program? This study explored (a) whether CTE concentrators were more likely to graduate from high school than non-concentrators and (b) whether more CTE concentrators continued on to postsecondary education than their non-concentrators counterparts. Data from a total of 1470 students were included in the study, of which 479 (32.8%) were CTE concentrators and 991 (67.2%) were non-concentrators from the 2013–2014 school year. Additionally, in the 2014–2015 school year, a total of 1455 students were selected for this analysis.