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California Career Technical Education. 2010 Longitudinal Study. Dr. Laurel Adler, Superintendent ESGVROP/TC Presenting. Primary Purpose. To examine outcomes for California high school students who had completed a sequence of Career Technical Education (CTE) courses.
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California Career Technical Education 2010 Longitudinal Study Dr. Laurel Adler, Superintendent ESGVROP/TC Presenting
Primary Purpose To examine outcomes for California high school students who had completed a sequence of Career Technical Education (CTE) courses
Six Features of CTE Sequences Examined • The industry sectors and career pathways being pursued, • The configuration of the CTE sequences taken by each student (Regional Occupational Center/Program alone or Regular High School CTE Courses plus ROCP coursework), • The total number of CTE courses taken by each student, • The number of CTE courses taken within a single Industry Sector, • The Grade Point Average earned in the CTE courses (CTE-GPA), and in their overall GPAs, and • The students’ level of satisfaction with their CTE Instruction
Key Demographics • 5,535 secondary students from 116 high schools • Students were at comparable achievement score levels in English and Math with the statewide average. • 57% Hispanic/Latino; 25% Caucasian/White; 9% Asian; 5% African American; Filipinos 3%; less than 1% American Indian/Alaska Native
Key Demographics • Nearly a third of the students reported that they come from families with less than $20,000 per year in household income. • 22% entered as English Learners, but re-designated as English Fluent. Another 10% graduated still designated as English Language Learners • CAHSEE scores were virtually identical for students taking their CTE coursework entirely ROCP when compared with those who took HS CTE courses + an ROCP capstone
Key FindingsAchievement Outcomes • Students took an average 2.76 CTE courses during their high school years; 82% of the courses were within their enrolled career pathway • Students’ sequence configuration – ROCP only or HS CTE + ROCP – made almost no difference to the CTE students’ grades in their CTE courses • Students generally had better grades in their CTE courses if they took more of them within a single industry sector
Key FindingsAchievement Outcomes CTE students raised their overall Grade Point (including academic) Averages by 0.42 points (approaching half a letter grade) between their 10th grade and 12th grade
Key FindingsAchievement Outcomes • One in five CTE students completed the University of California/California State University “a to g” requirements for admission
Key FindingsPost-Secondary Outcomes • Prior to graduation, 63% reported they intended to enroll in community college; 23% would be attending 4-year college or university (12% in CSU system; 5% in the UC system • 50% of the follow-up reported they were currently enrolled in community college; an additional 11% reported that they sought to enroll in a community college but were turned away for lack of space in their intended classes
Key FindingsPost-Secondary Outcomes • The higher the GPA the more likely the students are to go to 4-year colleges/universities or community colleges; however, a non-trivial number of graduates were not enrolled and reported no plans for future educational enrollments having GPAs above 3.0 • An unexpected number of students with GPAs under 3.0 were attending four-year colleges and universities
Key FindingsEmployment Outcomes • Nearly one in eight graduates were neither working nor full-time students; significant portions of working graduates – especially part-time – were also students • More than 73% were currently pursuing advanced education. Less than 5% felt that they lacked needed skills; a nearly equal number reported no jobs available; and nearly 4% couldn’t figure out how to find suitable work
Key FindingsEmployment Outcomes • There was no comparison group in this study who had not taken any CTE course sequencing. In prior studies, ROCP graduates had clearly higher post high school salaries than students who had taken no ROCP or HS CTE courses • Average hourly wages increases steadily as the number of within-sector courses moves from one to four courses; for five or six courses in the same sector, wage rates were below the average for those taking four courses
Key FindingsEmployment Outcomes Of the students working, 8% reported that they had received a promotion within the first year of employment, and 7% had received a pay raise as part of the promotion
Key FindingsStudent Satisfaction with CTE • 84% reported that their CTE instruction was good or excellent, only 5% of the total sample evaluated the training as only fair or poor • 59% said that their current job is related to their goals • More than 90% reported that they were “happy” or “very happy” with their jobs; about 2% reported that they were either “unhappy” or “very unhappy”
Observations & Recommendations • As in prior studies, CTE/ROCP students raised their overall GPAs as they progressed from 10th to 12th grade. This finding is consistent with prior studies that looked at the impact of ROCP courses only.
Observations & Recommendations • While the study indicated that students had better CTE grades, when more courses were taken within the same industry sector, there appeared to be a “saturation” point in employment outcomes, with salaries increasing by number of courses taken in a sequence up to four courses, where there occurred a drop off in average wages earned. Further research should be pursued to determine whether this is an anomaly or whether there are a peak number of CTE courses that result in higher post high school wages
Observations & Recommendations • Nearly one in five CTE students completed the full "a-g" admission requirements. It is recommended that further study be done in this area to determine the impact of increased CTE "a-g" courses available to California secondary students
Observations & Recommendations • It was surprising that a notable number of CTE graduates who had lower GPAs were attending 4-year colleges and universities. Further research is recommended to determine if this was an anomaly of this particular study
Observations & Recommendations • Graduates studied in this research completed high school prior to the huge budget cuts and elimination of many secondary CTE and ROCP programs. • It is recommended that further research be conducted to determine the impact of these budget reductions on CTE/ROCP student outcomes.
