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Source: Career and Technical Education Research (CTER)
Resulting in 4 citations.
1. Fletcher, Edward Charles, Jr.
Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood
Career and Technical Education Research 37,2 (2012): 121-139.
Also: http://acter.metapress.com/content/x211079231h11v17/
Cohort(s): NLSY97
Publisher: Association for Career and Technical Education Research (ACTER)
Keyword(s): Employment; High School Curriculum; Labor Force Participation; Schooling

Permission to reprint the abstract has not been received from the publisher.

Sparked by the current economic situation in the U.S., policymakers have begun to shift their concern from solely concentrating on the preparation of students for college to preparing them for the workforce as well. Thus, it is time for CTE to understand its impact on students' long-term trajectories. The purpose of this study was to predict employment status in 2006 (using the 1997 National Longitudinal Survey of Youth data set), based on demographic variables, high school curriculum tracks, and employment expectations. Findings indicated that general track graduates were 1.8 times more likely than CTE track graduates to be employed. Implications of this study point to the pressing need for further research on employment outcomes of CTE graduates and the importance of high school students gaining skills for employment.
Bibliography Citation
Fletcher, Edward Charles, Jr. "Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood." Career and Technical Education Research 37,2 (2012): 121-139.
2. Fletcher, Edward Charles, Jr.
Tyson, Will
A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations
Career and Technical Education Research 42,1 (May 2017): 35-55.
Also: http://www.ingentaconnect.com/content/acter/cter/2017/00000042/00000001/art00004
Cohort(s): NLSY97
Publisher: Association for Career and Technical Education Research (ACTER)
Keyword(s): College Degree; College Major/Field of Study/Courses; High School Curriculum; Occupational Choice; STEM (Science, Technology, Engineering & Mathematics); Transition, Adulthood

Permission to reprint the abstract has not been received from the publisher.

In this study, we determined the educational pathways and key life course transitions of young adults who enter Science, Technology, Engineering, Mathematics, and Health (STEMH) technician and professional jobs using the 1997 National Longitudinal Survey of Youth (NLSY) dataset, tracking high school students from 1997 to adulthood in 2009. Using hierarchical linear modeling (HLM), findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers. In light of the findings, we recommend that strategies to broaden the participation of minorities and women in STEMH fields include strengthening high school CTE programs and emphasizing career guidance in high schools to promote career awareness as a means to attract and retain students in STEMH pathways.
Bibliography Citation
Fletcher, Edward Charles, Jr. and Will Tyson. "A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations." Career and Technical Education Research 42,1 (May 2017): 35-55.
3. Fletcher, Edward Charles, Jr.
Zirkle, Chris
The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Career and Technical Education Research 34,2 (March 03, 2010): 81-102.
Also: https://commerce.metapress.com/content/b1431031708124t7/resource-secured/?target=fulltext.pdf&sid=owfpyc45ghm553rrezt44o45&sh=acter.metapress.com
Cohort(s): NLSY97
Publisher: Association for Career and Technical Education Research (ACTER)
Keyword(s): Earnings; Educational Attainment; Educational Outcomes; High School Curriculum; High School Diploma; Vocational Education

Permission to reprint the abstract has not been received from the publisher.

The purpose of this study was to investigate the relationship between high school curriculum tracks and student achievement outcomes through the consideration of degree attainment and occupational earnings. Data pertaining to graduates were analyzed through the national longitudinal survey of Youth (NLSY) 1997 dataset. This study investigated the linkage between participation in high school curriculum tracks, degree attainment, and occupational earnings. Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees. However, this study found that CTE students were outperforming the general, dual, and college preparatory tracks in terms of occupational earnings. In addition, the dual track was more likely to earn associates' degrees than their general track counterparts. The college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelors' degrees
Bibliography Citation
Fletcher, Edward Charles, Jr. and Chris Zirkle. "The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings." Career and Technical Education Research 34,2 (March 03, 2010): 81-102.
4. Stone, James R., III
Aliaga, Oscar A.
Career and Technical Education and School-to-Work at the End of the 20th Century: Participation and Outcomes
Career and Technical Education Research (CTER) 30,2 (2005): 125-143.
Also: http://scholar.lib.vt.edu/ejournals/CTER/v30n2/pdf/stone.pdf
Cohort(s): NLSY97
Publisher: Association for Career and Technical Education Research (ACTER)
Keyword(s): Educational Returns; Ethnic Differences; High School Completion/Graduates; High School Curriculum; High School Transcripts; Racial Differences; Socioeconomic Background; Socioeconomic Factors; Transition, School to Work; Vocational Education

Permission to reprint the abstract has not been received from the publisher.

We examined participation in the Career and Technical Education concentration (CTE), and School-to-Work activities at the end of the century following more than a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we also explored whether school-to-work activities have extended beyond their traditional CTE curricular base and have become part of the high school experience for all youth. We explored the relationship between students' background characteristics and curriculum concentration and key education outcomes, including course-taking patterns, high school GPA, school completion, and post-school expectations. We concluded that there are ethnic, racial and socioeconomic differences among youth in the four curriculum concentrations. CTE concentrators, more than general concentrators, appear to benefit from changes aimed at increasing the academic rigor of their high school programs, as evidenced by their enrollment in math and science courses, high school GPA, and school completion.
Bibliography Citation
Stone, James R., III and Oscar A. Aliaga. "Career and Technical Education and School-to-Work at the End of the 20th Century: Participation and Outcomes." Career and Technical Education Research (CTER) 30,2 (2005): 125-143.