Building bridges to life after high school: Contemporary career academies and student outcomes

Hemelt, Steven W.; Lenard, Matthew; Paeplow, Colleen

doi:10.1016/j.econedurev.2018.08.005

Cited by 46 publications

(47 citation statements)

References 24 publications

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“…The reduction in high school dropout are consistent with other smaller scale studies of specialized high schools that provide CTE training for students (Brunner et al 2019, Dougherty 2018Hemelt et al 2019, Kemple 2008. Other longer-term evidence on CTE training for high school students finds that graduates from these programs are less likely to enroll in postsecondary institutions (Brunner et al 2019, Cellini 2004.…”

Section: Discussionsupporting

confidence: 86%

“…The first cohort had limited time to create their planned reforms while the second cohort were able to plan over a longer period and benefit from the learned experience of the earlier adopters. In contrast, previous studies have found male students to be more likely to self-select into CTE career academies whereas the CCPT design and the programs effects targeted female students (Dougherty 2018;Hemelt et al, 2019). The unique design of the CCPT required applicants to identify high-growth sectors based on available government labor market projects and wage-growth data.…”

Section: Discussionmentioning

confidence: 94%

“…This may stem from the inability of previous studies to account for student selection into vocational coursework and heterogeneous capacity across implementing schools and districts. The studies that are able to account for confounding factors find increased on-time high school completion (Dougherty 2018;Hemelt et al 2019) and longerrun evidence of improved labor market outcomes (Kemple 2008). These three studies, however, represent highly-resourced small-scale implementations of model CTE programming and thus may not generalize when implemented at-scale under varying political and economic conditions.…”

Section: Theoretical Considerations and Prior Literaturementioning

confidence: 99%

“…Recent studies on new CTE models find promising results in terms of improved high school completion, yet these studies focus on a small number of schools that require an application, specialize in CTE, and are highly-resourced (see Kemple 2008, Doughtery 2018and Hemelt at al. 2019.…”

Section: Introductionmentioning

confidence: 99%

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The dropout effects of career pathways: Evidence from California

Bonilla

2020

Economics of Education Review

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Contemporary Career and Technical Education (CTE) models have shifted from isolated courses to sequences of study that integrate academics and skills in high-demand sectors. Providing career pathways to high school students may reduce asymmetries about the available careers and strategies for attaining them but they may also catalyze students' intrinsic motivation by shifting their understanding of their social role and capacity for success. In this study, I estimate the effects of an ambitious $500 million effort to encourage the formation of career pathways in California. Funding supported the formation of tripartite partnerships between K-12 school districts, employers and community colleges to develop career pathway curricula (i.e., articulated course sequences) in high-demand occupations and sectors. I provide causal estimates of implementing this multifaceted intervention by leveraging a natural experiment that occurs at the margin of grant receipt. Using Regression Discontinuity (RD) designs, I provide evidence on the most proximate mechanism, increased CTE spending. Per pupil CTE expenditures increased by 21.7 percent for grant recipients at the assignment threshold relative to the CTE spending of unsuccessful applicants. Furthermore, dropout rates declined by 23 percent in treatment districts but were more pronounced for females than males.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 94%

Section: Theoretical Considerations and Prior Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The dropout effects of career pathways: Evidence from California

Bonilla

2020

Economics of Education Review

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“…Additionally, CTE coursetaking in high school is linked with increased odds of enrollment in college, while students who participate in STEM-related CTE in high school are more likely to enroll in a STEM-related major in college, which improves the STEM pipeline from high school to career Plank et al, 2008). Finally, with respect to labor market outcomes, CTE participants are predicted to earn more than their peers who did not participate in CTE (Bishop & Mane, 2004;Dougherty, 2016;Hemelt, Lenard, & Papelow, 2017; J. Kemple & Willner, 2008).…”

Section: The Benefits Of Ctementioning

confidence: 99%

Linking Occupational Concentration to Hourly Wages for Non-College Going Individuals

Plasman¹

2019

Journal of Career and Technical Education

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One of the stated goals of career and technical education (CTE) is to improve the labor market outcomes of participants. One population of students for which concentration CTE may be particularly beneficial is those who determine they will not pursue postsecondary education. By exploring how occupational concentration-defined as earning three or more credits in a specific CTE cluster-relates to labor market outcomes for non-college participants, this study adds to a growing body of research on the benefits of CTE participation. In an effort to gain a more nuanced understanding of these labor market benefits, the current study further disaggregates these potential benefits across different CTE categories. Using a nationally representative dataset to explore the CTE concentration association with eventual earnings, results indicated that occupational concentration in general links to increased wages. However, these benefits are limited to a few specific CTE categories: health sciences, trades, and agriculture and natural resources. Implications for individual students, practitioners, and policymakers are discussed.

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Perceived obstacles and strategies to academic success for autistic and nonautistic high school students

Schaffer

Faber

Shafaie

et al. 2023

Psychology in the Schools

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Despite an increasing number of autistic children entering and graduating from high school, there remains limited research in this area. This study surveyed 162 autistic and nonautistic high school students. Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, and areas of perceived strength. In controlling for background characteristics of gender, minority status, and age, results revealed that autistic and nonautistic students identified similar compensatory strategies, experienced similar obstacles, and drew on similar sources of strength to remain academically successful. Differences between autistic and nonautistic students are discussed along with differences between male and female respondents.

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Building bridges to life after high school: Contemporary career academies and student outcomes

Cited by 46 publications

References 24 publications

The dropout effects of career pathways: Evidence from California

The dropout effects of career pathways: Evidence from California

Linking Occupational Concentration to Hourly Wages for Non-College Going Individuals

Perceived obstacles and strategies to academic success for autistic and nonautistic high school students

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