This study examined the influence of career preparation courses on student achievement at MacArthur High School, San Antonio, Texas. MacArthur is the only high school in the district to use the 6.5 scaled registrar’s grade point average (RPA) system, as opposed to the standard 4.0 scaled grade point average. Final computations were converted to the standard 4.0 scale for uniformity. The intent of the study was to determine if there was a relationship between enrollment in career preparation courses and grade point averages, absenteeism, and dropout rates. Moreover, the study sought to determine the relationship between students enrolled in career preparation courses and students not enrolled within these three areas of investigation. Data were collected from the student records of the population of the study, which consisted of 532 students, and was used in conjunction with descriptive and co-relational statistics, including ANOVAS and Scheffes. The results of this study support that career preparation students in the study possessed a higher grade point average. Additionally, this study supported the literature review regarding career preparation student absenteeism and dropout rates. The career preparation students spend more time at school, which enhances their propensity for learning. The study also compared career preparation students to students not enrolled in career preparation courses by grade point average at MacArthur High School. The results of this portion of the study showed that the non-career preparation students, the health occupation students, as well as the trade and industry students, all possess a higher grade point average than do the business and marketing students. This is attributable for the most part to skill sets needed for scientific definitions, higher math skills, and enhanced scientific knowledge. Further study should be done to ascertain the extent of individual factors in determining success in other district high schools.

This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.