Date of Award

4-1-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Tamara J. Williams

Abstract

High school is an educational environment intended to produce graduates who are prepared for the future. Career and Technical Education (CTE) programs offer courses focused on specific career knowledge and skills intended to prepare students for college and career. Are these CTE opportunities resulting in high school graduates who are college and career ready? This study looks to examine the relationship between the intensity of Career and Technical Education experiences and seniors’ college and career readiness. The study participants represented the 2016 graduation cohort from one Midwest school district. Traditional student and school success factors of attendance and grade point average were used as measures of college and career readiness. The CTE intensity of students was determined by the enrollment in elective courses designated by the district as career and technical. The study also looked at the perceptions of students for intent versus reality, utilizing results of a pre-graduation survey for future plans versus a six-month post-graduation survey reporting what the student is doing. The study showed no statistically significant relationship between high school seniors cumulative unweighted grade point average and CTE intensity. The study showed no statistically significant relationship between high school seniors attendance and CTE intensity. The study showed no significant difference in the post-graduation intent versus postgraduation position as related to CTE intensity.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska at Omaha in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2018 Kelly Means.

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