Every Student Succeeds Act of 2015 (ESSA), signed into law by President Obama on December 10, 2015, amended several K-12 accountability requirements. ESSA defined high school graduation rate for the first time in federal education law. In ESSA, the Four-Year Adjusted Cohort Graduation Rate (ACGR) was defined as the ratio of the number of students who graduated with a regular high school diploma over the course of four years divided by the number of students who made up an adjusted cohort. Under ESSA, high schools that graduate less than 67 percent of their students were labeled as low performing. The graduation rate differed significantly between high schools and was influenced by multiple factors. Among other factors, the difference in graduation rates might be attributed to increased dropout rates among groups, such as males, racial minorities, low socioeconomic (SES) families, and schools that were located in urban areas (Bower et al., 2013). This study was modeled after the work of Blowe (2011) and White (2015). A quasi-experimental analysis of ex post facto data was conducted to determine if CTE completion affected students' standardized assessment scores and graduation rates. The purpose of this study was to determine if the completion of Career and Technical Education (CTE) sequences was associated with the graduation rates among Virginia students for the 2016-17, 2017-18, and 2018-19 cohort years. In addition, the study examined whether there were statistically significant differences in graduation rates among CTE finishers, non-CTE finishers, and total students when regional classifications were considered. School graduation data from the 132 school divisions were grouped according to The National Center for Education Statistics' designated locale classifications type to determine if CTE sequence completion and locale type were associated with graduation rates of each geographic region. The researcher used quasi-experimental, comparative analysis, t-test, and ANOVA to analyze the graduation data of each locale type. The study determined that CTE finishers' graduation rates were significantly higher than students who have not completed CTE programs. In addition, regional classifications had a statistically significant influence on the overall graduation rates for all students. / Doctor of Education / Every Student Succeeds Act of 2015 (ESSA), signed into law by President Barak Obama on December 10, 2015, amended several K-12 accountability requirements for K-12 education. Under ESSA, graduation rates were an essential measure of student outcomes, and high schools that graduated less than 67 percent of their students were labeled as low performing. Across the country, the graduation rate differed significantly between high schools and was influenced by a wide range of factors. Among other factors, the difference in graduation rates might be attributed to factors including increased dropout rates among groups, such as males, racial minorities, Hispanics, low socioeconomic (SES) families, and schools that were located in urban areas (Bower et al., 2013). The achievement of a diploma allowed students to choose their path - whether they wish to attend a two- or four-year college, a technical school, workforce training, or enter the military. This study was modeled after the work of Blowe (2011) and White (2015) in using existing data to determine if CTE completion had an association with earning a diploma. The purpose of this study was to determine if the completion of Career and Technical Education (CTE) sequences was associated with the graduation rates of Virginia students for the 2016-17, 2017-18, and 2018-19 cohort years. In addition, the study examined whether there were statistically significant differences in graduation rates among CTE finishers, non-CTE finishers, and total students when regional classifications were considered. That is, the study analyzed the graduation rates of Virginia's 132 school divisions in determining if completing a CTE course sequence affected state graduation as well as regional graduation rates. Schools were grouped according to The National Center for Education Statistics' designated locale classifications type. The researcher used statistical analysis to compare the graduation data of each locale grouping, rural, town, suburban, and city, to the corresponding annual state average. The results of the study indicated that graduation rates for students who finished CTE sequences were significantly higher than their peers who did not finish a CTE sequence and that regional classifications influenced overall graduation rates.

Identifying a research agenda and critical research activities is crucial for continuous development of Career and Technical Education (CTE) programs that meet the needs of students, industry, and society. Previous studies have expressed a need for relevant and focused research for the CTE profession. The primary purpose of this study was to identify consensus among CTE experts using a Delphi technique regarding problems, objectives, and activities that serve as a research agenda for CTE. The study panel was composed of experts from 25 states in the United States and represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey™. The qualitative data were analyzed using the Affinity Diagram method of data analysis. At the conclusion of the data analysis from the Delphi rounds, the basic structure for the National CTE Research Agenda was developed. Rounds Four and Five served as validation rounds for the findings from the Delphi process. Data collection methods included online instruments using an internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the National CTE Research Agenda structure. Findings from this study also revealed a CTE Research Agenda Logic Model which illustrated a systematic form of the research structure developed from this study. The National CTE Research Agenda is further defined in a color model which included the five research problem areas and 15 CTE research objectives identified in this study. At the conclusion of the validation rounds, the National CTE Research Agenda Logic Model was developed and the National CTE Research Agenda structure was accepted by the expert panel with a 97% acceptance rate. Based on the findings of this study, a sustained effort for research in CTE should be made by scholars in collaboration with national and international associations and organizations. The results of this study suggest a structure in which researchers should engage in focused and meaningful research in CTE. Future research is recommended to examine the issues identified by this expert panel.

Thesis (D.Ed.)--Pennsylvania State University, 2007.

Thesis (Ph.D.)--Pennsylvania State University, 2008. / Mode of access: World Wide Web. Thesis co-advisors: Cynthia A. Pellock, Kenneth C. Gray.

AN ABSTRACT OF THE DISSERTATION OF Sandra D. Sloan, for the Doctor of Philosophy degree in Workforce Education and Development, presented on October 23, 2008 at Southern Illinois University Carbondale. TITLE: ENROLLMENT, ATTAINMENT, AND OCCUPATIONAL OUTCOME PATTERNS OF SUBBACCALAUREATE BUSINESS STUDENTS: A NATIONAL ANALYSIS MAJOR PROFESSOR: Dr. MARCIA A. ANDERSON Participation in postsecondary education has increased in the last few decades, and subbaccalaureate career and technical education (CTE) is an important part of that educational system. By federal mandate, the National Center for Education Statistics (NCES) has collected data and compiled statistical reports regarding participation in subbaccalaureate CTE through the Career and Technical Education Statistics System. Within subbaccalaureate CTE, one of the most popular programs is business. Although data is collected on subbaccalaureate CTE business students, and even though there are some reports that have specifically included findings regarding these students, very little extensive research has been done on their enrollment, attainment, and occupational outcomes leaving a gap in the research for shareholders in business education. This study attempted to fill that gap. Conclusions from this study indicated that the most significant change in subbaccalaureate CTE business programs over a 15-year period was the decrease in overall enrollment. However, aside from a few exceptions, the composition of subbaccalaureate CTE business students remained stable. The majority population enrolling into subbaccalaureate CTE business programs over a 15-year period were unmarried, White females under the age of 24. The few significant changes included a decrease in the proportion of the White population, an increase in the proportion of the Black population, an increase in the proportion of the Asian/Pacific Islander population, and an increase in the proportion of students 24 and older. Additionally, there was a statistically significant increase in the proportion of Black, non-Hispanics attaining associate degrees and/or bachelor's degrees. Recommendations for practice included suggesting that shareholders in subbaccalaureate CTE business programs have discussions about the current population being served by subbaccalaureate CTE business programs and determines whether efforts to encourage and recruit members from populations not currently being served should be made in order to diversify the population in this field of study.

An Evaluation of the Wisconsin Career Pathways Web Site: A Comprehensive Plan for Ongoing Development. Margaret A. Rubin, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Career and Technical Education, Career Exploration, Career Guidance, Evaluation, Web Sites. This research study was designed to provide for the ongoing development and improvement of the Wisconsin Career Pathways Web site. The Web site aids secondary educators in the development of secondary-to-postsecondary programs of study, assists middle and high school students in career exploration and academic planning, and helps middle and high school counselors and advisers guide students for success in college and careers by providing them with access to school-wide and individual student Web-site activity. The Web site was developed in phases following a year of planning during the 2008-09 fiscal year. The concept of programs of study is a relatively new and emerging school-reform initiative, and the Wisconsin Career Pathways Web site project was initiated as a Web-based dynamic data-driven resource to help Wisconsin stakeholders. The Web site has been in a constant state of development, expansion, upgrade, and improvement since the launch of its 1st phase in 2010. A developmental evaluation approach was utilized to address the evolving nature of the Web site. The writer developed online surveys to gather input from 3 stakeholder groups: technical college career-prep administrators, middle and high school counselors and advisers, and secondary program-of-study builders. Following quantitative and qualitative data analysis of the surveys, the writer developed a preliminary plan for the Web site's ongoing development and followed up with a focus-group session of interested survey participants representing each of the stakeholder groups. Based on the analysis of qualitative data collected at the focus-group session, the researcher finalized the preliminary plan. The final plan includes a discussion of the data collected and analyzed as well as recommendations for ongoing development and improvement of the Web site. The sequential mixed-methods approach was instrumental in exposing the satisfactory components of the Web site. In general, the data reflected satisfaction with the Web site, namely its user-friendliness, which was one of the project team's earliest goals for the Web site. The Web site is seen as an essential resource for Wisconsin stakeholders. To keep moving forward with Wisconsin's program-of-study and college and career planning initiatives, addressing the unmet needs of stakeholders will not only increase Web-site usage but will lead to a clearer understanding of those initiatives. Based on the results of this study, the researcher developed a comprehensive plan. The plan suggests that improving the online program-of-study builder tool, providing more training, building reporting capacity, developing a marketing plan, and increasing Web-site interactivity based on push-notification technology are necessary actions for the ongoing development and improvement of the Web site. The findings of the study will be submitted to the Wisconsin Technical College System.

This research study originated as a result of a paucity of information available regarding how secondary welding teachers in Mississippi perceive the value of professional development they have received within the previous two years. The purpose of this study was to examine the perceptions of Mississippi’s secondary welding teachers regarding how professional development had affected their teaching methods and collaboration with peers. Also, this study sought to determine whether the teachers had positive motivation in attending professional development activities, and how motivated they were to pursue their own professional development, other than school-mandated activities. Finally, the study examined the barriers teachers perceived to hinder them from pursuing their own professional development. The findings in this study revealed that Mississippi’s secondary welding teachers had a positive perception regarding how current professional development had changed their teaching methodology, student expectation, content comprehension, and confidence in teaching. Furthermore, respondents indicated that they had experienced enhanced collaboration with other welding teachers within the state as a result of professional development sessions; however, data revealed that collaboration between their academic counterparts was nearly nonexistent. Financial incentives and improving their teaching skill were found to be positive motivators for teachers. Personal costs, distance traveled to professional development sessions, and perceived value of professional development were determined to be barriers to attending professional development opportunities. It was recommended that future studies should include determining if welding teachers with welding certifications outperform teachers who do not have welding certifications, determine the consistency of laboratory equipment among school districts, whether the laboratory equipment in the local schools match those found in the actual employment environment, determine whether the teachers have the most up-to-date skills needed to match those skills found in industrial employment and investigate the perception of local businesses and industries about the quality of the student they have hired who graduated from Mississippi secondary welding programs. Lastly, it is recommended that administrators consider including academic teachers, career and technical teachers, and industry representatives in professional development activities to increase collaboration between stakeholders.

The primary purpose of this study was to determine the factors and perceptions that affect enrollment in career and technical education (CTE) programs in rural East Central Mississippi. Specifically, the study had four key purposes. First, the academic grades of CTE students and non-CTE students were examined to determine whether academic grades differ significantly between the CTE enrollers and non-CTE enrollers. Secondly, the study determined the perceptions that students in rural East Central Mississippi have toward CTE programs. Next, the study examined the internal and external factors that cause students to enroll or not enroll in a CTE program. Finally, the study identified the individuals who can positively or negatively affect a student’s decision to enroll in a CTE program. The research design for this study was causal-comparative, and the researcher used descriptive statistics, as well as frequencies and percentages to analyze the data. The Mann-Whitney U test and a series of t-tests for independent variables were used to test the hypotheses. The population for this study was 400 high school seniors enrolled in seven rural East Central Mississippi high schools that feed into three career and technical centers. A total of 284 students completed the proper consent and assent forms in order to participate in the study. Findings in this study indicated that a significant difference did not exist between the academic grades of CTE students and non-CTE students. Additional results showed a significant difference between CTE enrollers and non-CTE enrollers in regard to four of the eleven perceptions of CTE. In addition, the researcher found that students enroll in CTE because they are interested in one of the career areas and want to attend college in that career area. It was also determined that CTE students enjoy spending time away from their high school. The study showed that non-CTE students did not enroll in CTE because it would not fit into their schedule. The researcher also found that friends and parents mostly encouraged students to enroll in CTE, while in some instances guidance counselors may have discouraged them from enrolling in a CTE program.

The purpose of this study was to assess the perceptions of CTE administrators in Alabama and Georgia on how agricultural education teachers were integrating STEM and employability skills. The population of this study consisted of CTE administrators in Alabama (N = 137) and Georgia (N = 178) with 315 surveys being distributed and 129, or 41%, completing the survey. This descriptive study utilized a static group comparison pre-experimental research design. Means were used to determine how strongly the respondents value employability skills and STEM skills. Standard deviations helped understand how responses varied. Frequencies and percentages were used to determine the number and proportion of the respondents. The demographics portion of this study found that the average CTE administrator in Alabama and Georgia was a white female with a specialist or doctoral degree and no educational background in CTE. In addition, the average CTE administrator was employed in a county school system that offered agricultural education and had less than 15,000 students. Furthermore, the average CTE administrator has 13.05 years of teaching experience and 23.25 years of total experience in education. On average, CTE encompassed the majority of their duties and they were not an administrator in a charter school. The findings of this study presented evidence that CTE administrators in Alabama and Georgia do value the integration of employability skills and STEM skills into agricultural education differently. Moreover, participating CTE administrators perceived all employability and STEM skill categories to be "very important" or "Extremely Important" based on a Likert-type scale of 1 = Not Important to 5 = Extremely Important. Furthermore, the most valued Employability Skills include Critical Thinking Skills, Personal Qualities, and Communication Skills. The STEM Pathways that CTE administrators valued the most include the Plant Systems Pathway, Animal Science Pathway, and the Food, Products, and Processing Pathway.

Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula. / Doctor of Philosophy / Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The Findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and to provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula.