<p> The purpose of this quantitative causal-comparative study was to examine the effect that Career and Technical Education (CTE) concentrators, non-CTE concentrators and academic concentrators have on the on-time graduation of 1035 high school students in 7 high schools in Arizona for the 2015–2016 school year. There were three research questions that drove this study: 1) What effect does CTE concentration and non-CTE concentration have on on-time graduation? 2) What effect does CTE concentration and academic concentration have on on-time graduation? And 3) What effect does non-CTE concentration and academic concentration have on on-time graduation? The theoretical foundation for this study was social cognitive theory with a focus on academic self-efficacy. The research questions were addressed using a chi-squared analysis and binary logistic regression (logit). The Chi-square test showed that there is a statistically significant association between CTE concentrators and on-time graduation χ<sup> 2</sup> (1) = .15.893, <i>p</i> = .000. On-time graduation was not independent of CTE program completion for CTE concentrators and non-CTE concentrators, but on-time graduation was associated with program status. The binary logistic regression (logit), showed that CTE concentrators were 4.088 times, <i>R</i><sup>2</sup> = .061, <i>p</i> = .000, and non-CTE concentrators were 1.907 times, <i>R</i><sup> 2</sup> = .015, <i>p</i> = .047, more likely to have higher on-time graduation over academic concentrators. These findings suggest that students who take or complete a CTE program will graduate on-time. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10603371 |
| Date | 10 October 2017 |
| Creators | Jaime, Laura Eileen |
| Publisher | Grand Canyon University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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