Journal of Academic Development and Education JADE Issue 10 | Page 38

38 | JADE ARTICLE #2 | 39 RONA WALKER & AAREK FARMER Loschert (2016) noted that students from low-income high schools, where at least 50% of students qualify for free or reduced-price lunch (FRPL) are less likely to enroll in postsecondary education, continue, and earn a degree than their more affluent peers. In fact, The High School Benchmarks Report: National College Progression Rates, an annual report from the National Student Clearinghouse® Research Center™ (NSCRC) stated that the school poverty level is one of the strongest predictors of whether students will continue their education after high school. Among the subgroup of low- income schools considered as “high-poverty” high schools, where at least three-quarters of students qualify for FRPL, 51% of graduates enrolled in college immediately after high school. Students from low- income public high schools also continue and complete college at lower rates than those from higher-income schools. Effective CTE programs allow students to earn dual enrollment credits, industry-endorsed certificates, and technical endorsements while earning high school diplomas (Plank, DeLuca, & Estacion, 2005). Dual enrollment is a core component of many CTE programs, ensuring students can advance along a career pathway that concludes in a postsecondary degree or credential (ACTE, 2014). Moreover, an apprenticeship is a CTE program that allows students to transition from high school to college and from college to the workplace (Bradley, 2016). CTE career pathways, bridging grades 9 through 14 from high school to college (Visher, 2015) have the potential to engage more students and increase high school graduation rates and postsecondary success (College and Career Readiness and Success Center, 2013). Historically, children within high poverty environments were often targeted for the then, vocational programs (Lewis & Cheng, 2006; Stone, 2014; Symonds, Schwartz, & Ferguson, 2011). Also, many low- performing students were placed in low-level vocational education courses that did not prepare them for success in postsecondary education. CTE continues to be viewed by some as a low-level vocational education (College and Career Readiness and Success Center, 2013). Nevertheless, currently most Career and Technical Education programs are designed to hold all students to more rigorous standards to prepare them for postsecondary education and beyond. Careers and technical education programs offer students an alternative to college prep programs. Although there have been discussions about career and technical education and academic “tracking,” or the sorting of students into tiered courses based on past academic performance or perceived ability, CTE may offer another path for high school completion for non-college bound students. Depending on its structure, academic requirements, and student demographics, a career and technical program can THE IMPACT OF A CAREER AND TECHNICAL EDUCATION ON THE GRADUATION RATES AND COLLEGE ENROLLMENT OF HIGH SCHOOL STUDENTS resemble an academic track in that certain types of students or certain educational outcomes may predominate (Edglossary, 2014). However, schools may be hurting student motivation by encouraging all students to go to college. Not every student wants to go to college; resembling college students, high school students should be allowed to change their mind as to the educational or career path that interest them (Richmond, 2012). Research shows disadvantaged students have greater success when enrolled in CTE programs. CTE can benefit students directly by allowing them to earn money, both before and after graduation, increasing student engagement, retention, and persistence and directing them to postsecondary education and the pursuit of lifelong learning (Brown, 2003). Many factors contribute to these outcomes. Career and technical education programs motivate students to get involved in their learning by engaging them in problem-solving activities that lead to the construction of knowledge and by providing them with hands-on activities that enable them to apply knowledge. Over the past few decades, learning expectations for career and technical education have risen significantly, largely in response to the increasing sophistication of modern careers that are demanding higher levels of education, training, and skill from the workforce (Edglossary, 2014). To directly address the college- and career- readiness needs of all students, including disadvantaged or at-risk students, decrease the dropout rate, increase student engagement and address the nationwide skills gap, schools should consider expanding opportunities for students to gain knowledge directly related to their career interests and strengths. It is important to place more emphasis on the preparation of high school students for college and careers because both options will require some form of advanced education or skills training if students are to compete in today’s labor market. Bradley (2016) stated that South Carolina has created a pipeline for students to transition from high school to college and from college to the workplace through their Apprenticeship Carolina program. While adding value to the local economy, Apprenticeship Carolina is a program that does not have apprentices; it is an intermediary and an extension of the technical college system in South Carolina. Through this program, youth apprentices who are registered with the U.S. Department of Labor’s Office of Apprenticeship, work, and earn a wage, have the option to dual enroll in the South Carolina Technical College System (Bradley, 2016). Finally, Chambers (2017) suggested that most CTE high school programs offer early college credit opportunities to provide a seamless transition to post- secondary education.