Advisor

Okojie, Mabel CPO

Committee Member

Olinzock, Anthony A.

Committee Member

Forde, Connie

Committee Member

Davis, James E.

Date of Degree

1-1-2012

Document Type

Dissertation - Open Access

Degree Name

Doctor of Education

Abstract

The purpose of this study was to examine the quality of career and technical education programs on high school students. Specifically, the study addressed the percentage of CTE completers meeting Carl Perkins’ placement indicators in the areas of post secondary education, employment in the field trained or related field, and the military. The study examined whether the percentage of dropout for CTE students was reduced between 2006 and 2010. The study examined whether significant differences existed between CTE participants and non-CTE participants (regular high school students) based on their scores in United States History, English II Writing, English II Multiple Choice, Biology I, and Algebra I. The study also addressed significant differences among the CTE participants in the MS-CPAS scores based on gender. This study employed the ex post facto research design. The researcher used percentages and t-tests to determine the findings of the study. The population for thestudy was 675 participants. The researcher used the sample size calculator (http://www.surveysystem.com) to select representative sample size of the population based on 95% confidence level. A systematic random sampling was used to select the 140 CTE completers and 245 non-CTE participants for the study. Findings for the study indicated that from 2006 to 2010, CTE completers continued their education, entered the workforce, and enlisted in the military at percentages that met Carl Perkins’ accountability standards for placement. Results revealed that that there was no progress made in the dropout rate for Noxubee County High School. Additional findings showed that there were no statistical significant differences between CTE completers and non-CTE participants based on test scores in the Mississippi academic core subjects that included United States History, English II Writing, English II Multiple Choice, Biology I, and Algebra I. The researcher also found that there were statistical significant differences in the MS-CPAS scores based on gender.

URI

https://hdl.handle.net/11668/18298

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