Career and Technical Education in High School: Relationships to Postsecondary Trajectories and Employment Outcomes
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Date
2020-01-20
Type of Work
Department
School of Public Policy
Program
Public Policy
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Distribution Rights granted to UMBC by the author.
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please see http://aok.lib.umbc.edu/specoll/repro.php or contact Special Collections at speccoll(at)umbc.edu
Abstract
Using the High School Longitudinal Study of 2009, this paper examined the relationship between the number of CTE units taken in high school and the postsecondary trajectories students take after high school, and three years after high school, whether the student is employed and what their annual income is for students who are not attending college at the time. In addition, this paper examined interaction effects by subgroup and community college attendance and used propensity score matching to examine whether there was heterogeneity between the outcomes of CTE concentrators and non-CTE concentrators. Using OLS regression analyses, results from the study indicate that each additional CTE credit in high school is associated with a higher probability of working full-time and attending 2-year colleges and a decreased probability of attending 4-year colleges. Each additional CTE credit in high school is also associated with an increased probability of working full-time three years after high school and among those working at least 30 hours per week, higher wages. The results from the regression analyses were confirmed with the propensity score matching analyses on CTE concentrators, indicating that CTE concentrators exhibit the same patterns when compared to their non-CTE concentrator counterparts. Policy implications, contributions to the literature in the CTE field, and recommendations for additional research are discussed.