Search Results: (1-15 of 21 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009038 | New Indicators of Career/Technical Education Coursetaking: Class of 2005
This Statistics in Brief uses data from the 2005 High School Transcript Study (HSTS) to examine the career/technical education (CTE) coursetaking of public high school graduates using new indicators of participation. These indicators examine the extent to which students participate in CTE and in specific occupational areas (such as agriculture and business) broadly (many students earning credits) versus deeply (many credits earned by participating students). First, the brief looks at student participation across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education). Second, the brief looks at coursetaking within occupational areas, including occupational concentration. Finally, the brief examines coursetaking across occupational areas, including the areas that students tend to combine. Findings indicate that high school graduates’ use of the CTE curriculum is generally broad rather than narrow in the sense that most (70 percent) earn credits in both occupational education and either general labor market preparation or family and consumer sciences education, and most (58 percent) earn credits in more than one occupational area. Five occupational areas had the broadest participation (i.e., had the greatest number of graduates earning credits in the area): business; communications and design; manufacturing, repair, and transportation; consumer and culinary services; and computer and information sciences). The occupational areas with the deepest levels of participation were manufacturing, repair, and transportation; agriculture and natural resources; health sciences; and construction and architecture. Finally, some occupational areas were more likely than others to be taken together. For example, marketing coursetakers were more likely than other occupational coursetakers to earn credits in business. |
4/29/2009 |
| NCES 2008001 | Postsecondary Career/Technical Education: Changes in the Number of Offering Institutions and Awarded Credentials from 1997 to 2006
This issue brief examines trends from 1997 to 2006 in the number of sub-baccalaureate postsecondary institutions that offer programs in career/technical education (CTE), and the number of sub-baccalaureate CTE credentials awarded by postsecondary institutions. Trends were examined by institutional sector, focusing on the three sectors most commonly offering CTE: Public two -year institutions, for-profit less-than-two -year institutions, and for-profit two-year institutions. In 2006, these sectors collectively accounted for 87 percent of the less-than-four-year institutions that offered CTE and awarded 94 percent of all sub-baccalaureate CTE credentials. Overall, the number of less-than-four-year institutions offering CTE increased 3 percent from 1997 to 2006, and the number of sub-baccalaureate CTE credentials awarded increased 24 percent. Over this time period, there was a shift in both CTE-offering institutions and CTE credentials, from public two-year institutions to for-profit two-year and less-than-two-year institutions. Although the number of credentials awarded grew at a faster rate among for-profit institutions than among public two-year institutions, the latter still awarded most sub-baccalaureate CTE credentials in 2006 (58 percent) while for-profit two-year and less-than-two-year institutions combined awarded 35 percent. |
9/23/2008 |
| NCES 2008035 | Career and Technical Education in the United States: 1990–2005
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called “career and technical education” or CTE) in the United States. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. Findings indicate that against a backdrop of increasing academic coursetaking in high school, no measurable changes were detected between 1990 and 2005 in the number of CTE credits earned by public high school graduates. At the postsecondary level, the number of credential-seeking undergraduates majoring in career fields increased by about one-half million students, although they made up a smaller portion of undergraduates in 2004 compared with 1990. At both the secondary and postsecondary education levels, student participation increased in health care and computer science and decreased in business between 1990 and the mid-2000s. |
7/22/2008 |
| WWC IRDPJC08 | Job Corps
Job Corps, a federally funded education and job training program for economically disadvantaged youth, offers remedial education, GED (General Educational Development) preparation, vocational training, job placement assistance, and other supports. Job Corps participants typically reside in a Job Corps center while enrolled in the program and can remain in the program for up to two years. |
4/1/2008 |
| WWC IRDPJ08 | JOBSTART
JOBSTART is an alternative education and training program designed to improve the economic prospects of young, disadvantaged high school dropouts by increasing educational attainment and developing occupational skills. The program has four main components: (1) basic academic skills instruction with a focus on GED (General Educational Development) preparation, (2) occupational skills training, (3) training-related support services (such as transportation assistance and childcare), and (4) job placement assistance. Participants receive at least 200 hours of basic education and 500 hours of occupational training. |
3/25/2008 |
| NCES 2008155 | Ten Years After College: Comparing the Employment Experiences of 1992-93 Bachelor’s Degree Recipients with Academic and Career-Oriented Majors
Using longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) representing about 1.2 million bachelor’s degree recipients that year, this report examines college graduates’ work experiences in 1994, 1997, and 2003, describing their labor force status, employment stability and intensity, occupations and industries, salaries and benefits, and perceptions about their jobs. It compares the experiences of graduates with academic and career-oriented undergraduate majors. About half of all the graduates (51 percent) were employed and not enrolled at all three follow-ups, but the other half moved into and out of the workforce, often to pursue further education. By 2003, some 46 percent of graduates had ever been unemployed (not working, but looking for work) since they had graduated, but unemployment became less prevalent the longer graduates had been out of college. By 2003, most graduates were settled in a job they considered a career and used their education, and the average salary for a graduate employed full time at one job, adjusted for inflation, had roughly doubled since 1994. A majority were satisfied with their pay, fringe benefits, job security, and opportunity for promotion. Compared with graduates with academic undergraduate majors, those with career-oriented majors appeared to establish themselves in the labor force earlier and relatively fewer obtained additional education. |
3/4/2008 |
| WWC IRDPNCH08 | New Chance
New Chance, a program for young welfare mothers who have dropped out of school, aims to improve both their employment potential and their parenting skills. Participants take GED (General Educational Development) preparation classes and complete a parenting and life skills curriculum. Once they complete this first phase of the program, they can receive occupational training and job placement assistance from New Chance, which also offers case management and child care. |
1/24/2008 |
| NCES 2008030 | The 2007 Revision of the Career/Technical Education Portion of the Secondary School Taxonomy
The Secondary School Taxonomy (SST) is a framework for aggregating and analyzing high school transcript data. This report revises the portion of the SST that pertains to career/technical education (CTE). The revision maintains the three current major CTE categories of family and consumer sciences education, general labor market preparation, and specific labor market preparation (or occupational education). Within the last major category, the 2007 revision designates 21 program categories, which can be linked to Career Clusters and to the NCES CTE Statistics’ taxonomy for postsecondary education. The report specifies the courses (using the Classification of Secondary School Codes, or CSSC) within each category and displays an application of the revised SST using data from the High School Transcript Study of 2005. |
10/17/2007 |
| NCES 2007041 | Students Entering and Leaving Postsecondary Occupational Education: 1995-2001
This report uses data from the 1995–96 to 2001 Beginning Postsecondary Students Longitudinal Study to examine three questions concerning students pursuing postsecondary certificates or associate’s degrees in career related fields (referred to here as occupational students): (1) who enters postsecondary occupational education, (2) to what extent do occupational students persist in postsecondary education and attain their credential goals, and (3) what are the labor market outcomes for occupational students who earn credentials? Occupational students were found to be more likely than academic subbaccalaureate students to be female, Black, older, have lower educational backgrounds, and self-identify as “enrolled employees” rather than “working students.” Most of these differences were due to differences between occupational certificate students and the two groups of occupational and academic associate’s degree-seeking students. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential, although occupational students were more likely to “downgrade” to a postsecondary certificate. Finally, no differences were found in the rates at which occupational completers (those who earned a credential) and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed. |
3/28/2007 |
| WWC IRDPMC07 | Middle College High School
Middle College High Schools are alternative high schools located on college campuses that aim to help at-risk students complete high school and encourage them to attend college. The schools offer a project-centered, interdisciplinary curriculum, with an emphasis on team teaching, individualized attention, and development of critical thinking skills. Students are also offered support services, including specialized counseling, peer support, and career experience opportunities. |
3/12/2007 |
| WWC IRDPTS06 | Talent Search
Talent Search aims to help low-income and first-generation college students (those whose parents do not have four-year college degrees) complete high school and gain access to college through a combination of services designed to improve academic achievement and increase access to financial aid. Services include test taking and study skills assistance, academic advising, tutoring, career development, college campus visits, and financial aid application assistance. |
12/28/2006 |
| WWC IRDPCA06 | Career Academies
Career Academies are school-within-school programs operating in high schools. They offer career-related curricula based on a career theme, academic coursework, and work experience through partnerships with local employers. |
10/5/2006 |
| NCES 2005012 | Trends in Undergraduate Career Education
This Issue Brief examines trends in undergraduate credentials (certificates, associate’s degrees, and bachelor’s degrees) in career-related areas of study. These trends are examined at both the subbaccalaureate and baccalaureate levels, from 1984-85 to 2000-01. The number of undergraduate credential awards increased over this period, in both academic and career areas, and at both the subbaccalaureate and baccalaureate levels. Although career education grew at a slower pace than academic education, it remained a majority proportion of undergraduate credentials in 2000-01. In addition, of the 11 career areas of study, 6 increased as a proportion of all credentials at the subbaccalaureate level, and 4 increased at the baccalaureate level. Career areas that declined as a proportion of all credential awards were largely concentrated in business/marketing and engineering/architectural sciences, at both levels of education. |
3/17/2005 |
| NCES 2004018 | Undergraduate Enrollments in Academic, Career, and Vocational Education
This issue brief examines postsecondary vocational education within the context of all undergraduate education, using a new taxonomy that classifies undergraduate majors as academic majors or career majors. The taxonomy further divides career majors into subbaccalaureate and baccalaureate level majors. At the baccalaureate level, career majors are considered nonvocational and at the subbaccalaureate level they are considered vocational. Using the new taxonomy, most baccalaureate and sub-baccalaureate students in 1999-2000 were enrolled in career-oriented majors, as opposed to academic majors. Sub-baccalaureate students were more likely than baccalaureate students to enroll in career majors, with about 7 out of 10 sub-baccalaureate students having vocational career majors. These findings are based on data from degree-seeking undergraduates in the 1999-2000 National Postsecondary Student Aid Study. |
2/17/2004 |
| NCES 2003024 | Public High School Graduates Who Participated in Vocational/Technical Education: 1982-1998
This ED Tabs report uses data from the high school transcript studies of 1982, 1990, 1992, 1994, and 1998 to examine trends in the vocational coursetaking of various groups of public high school students, specifically those defined as special populations within the 1998 Perkins Act or as protected populations in other federal legislation. The report finds that students from more disadvantaged groups, including low academic achievers, were generally more likely than those from advantaged groups to participate in vocational education, although these disadvantaged groups represented a minority of vocational/technical education participants. In addition, low academic achievers were generally not over-represented among occupational concentrators (those earning at least 3 credits in one occupational program area); instead, high academic achievers were under-represented among occupational concentrators. The report also found that while students in general decreased their vocational coursetaking between 1982 and 1998, no declines were detected in the vocational coursetaking of Asian/Pacific Islanders and high academic achievers, while the vocational coursetaking of disabled students increased over this time period. |
7/3/2003 |
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