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.

The purpose of this quantitative study was to determine if the number of Career and Technical Education (CTE) graduates who go on to postsecondary education or some other training program, to the military, or to employment upon high school graduation was significant in comparison to the state baseline for secondary placement. This study further compared CTE graduation rates to overall graduation rates. The graduation rates were compared based on gender as well. School systems that provided CTE courses and that had CTE concentrators for the 2007-2008 and 2008-2009 school years were used for this study. Eight school districts were chosen in the upper east Tennessee region and were evaluated using graduation data and secondary placement data from the Tennessee Department of Education Report Card. The research cited in this study supported the supposition that CTE graduates do in fact help to increase the overall graduation rates for school districts. This study focused on five research questions and each null hypothesis was tested using a one-sample chi-square test. Results indicated that there were positive significant differences for CTE concentrators who proceed to postsecondary education, military, and employment as compared to the state baseline for secondary placement. The study further revealed that the graduation rate for Tennessee CTE concentrators was higher than the overall graduation rate for the selected school districts in this study. Positive differences were also noted between the sample CTE graduation rate and the overall Tennessee CTE graduation rate as well as between those rates and the overall Tennessee graduation rate for all students. Further analysis revealed that no significant differences existed between male CTE graduates and female CTE graduates. The research findings suggested that CTE graduation rates can help improve a school district's overall graduation rate.

Experiential opportunities at the secondary level give students the 'intimate and necessary relation between the processes of actual experience and education' (Dewey, 1938, p. 19-20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding, improving perception of CTE and STEM programs, and small class sizes was also recommended. / Ph. D. / Experiential opportunities at the secondary level give students the “intimate and necessary relation between the processes of actual experience and education” (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) underpin and cultivate student curiosity and often channel interests into Science, Technology, Engineering, and Math (STEM)-related college and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage <i>exemplary experiential</i> learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing <i>exemplary experiential</i> learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of <i>exemplary experiential</i> learning opportunities is needed. The need for adequate funding, improving perception of CTE and STEM programs, and small class sizes was also recommended.

The purpose of this quantitative study was to compare high school graduation rates between Career and Technical Education (CTE) concentrators and non-CTE concentrators. School systems in the state of Tennessee that offered CTE courses for the 2007-2008 (120 systems) or 2008-2009 (118 systems) school years were used in this study. Fifteen northeast Tennessee systems were also examined to compare the graduation rates of CTE concentrators and non-CTE concentrators. The graduation rates of male and female CTE concentrators was also compared. Research supported the notion that CTE concentrators could improve overall graduation rates for school systems, and female CTE concentrators on average graduate at a higher rate than male CTE concentrators. Five research questions guided this study, and data were analyzed using independent-samples t tests and one-samples t tests. Results indicated that 12th-grade CTE concentrators had a higher graduation rate than non-CTE concentrators. The study further revealed that female CTE concentrators graduated at a significantly higher rate than male CTE concentrators. Findings suggested that CTE concentrators generally improved a school system's overall graduation rate.

The purpose of this quantitative study was to examine the relationship between participation in CTE programs and students’ graduation rates and rates of CTE students’ entrance into postsecondary education or employment after graduation. Possible differences between students’ enrollment in urban and rural school districts and their graduation, participation, and secondary placement rates were also considered. Publicly available data on high school students in the state of Tennessee were analyzed to compare the graduation rates of CTE participants with the graduation rates of non-CTE participants in the state as a whole and in nine selected urban school districts and nine selected rural school districts for the school years 2009-2010, 2010- 2011, and 2011-2012. Research cited in this study indicated that CTE participation could increase students' graduation rates. Some research also indicated that rural students were more likely to complete CTE concentrations than urban students and that other differences might exist in the CTE experiences of urban and rural students. Six research questions were created and their null hypotheses tested with a series of z-tests. Analysis of publicly available data for the selected school systems and for the state as a whole found slightly higher rates of graduation among CTE concentrators than among non-concentrators and higher rates of CTE participation among rural than urban high school students, but these differences were not statistically significant. Differences between urban and rural schools systems' graduation rates and their rates of postsecondary placement of CTE concentrators in education, the military, or employment were also found to be statistically insignificant.