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dc.contributor.authorBlowe, Eleanor Hearsten
dc.contributor.authorPrice, Ted S.en
dc.date.accessioned2019-05-28T14:50:20Zen
dc.date.available2019-05-28T14:50:20Zen
dc.date.issued2012-07-23en
dc.identifier.issn21582440en
dc.identifier.urihttp://hdl.handle.net/10919/89623en
dc.description.abstractThe No Child Left Behind legislation was signed into law to ensure children in the United States receive quality education and learn the skills needed to be successful. Career and technical education (CTE) is not mentioned in the legislation, which suggests that more CTE courses may be dropped from high school master schedules, which makes the topic a concern for educational leaders. The purpose of this study was to investigate the academic performance of CTE completers and non-CTE completers in the Commonwealth of Virginia on the standards of learning English reading and mathematics assessments as well as cohort graduation rates. Findings indicate that statistically ( p < .05), CTE completers had higher mathematics and Grade 11 English reading pass rates as well as higher cohort graduation rates than those of non-CTE completers.en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherSAGE Publicationsen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.titleCareer and Technical Education: Academic Achievement and Graduation Rates of Students in the Commonwealth of Virginiaen
dc.typeArticle - Refereeden
dc.title.serialSAGE Openen
dc.identifier.doihttps://doi.org/10.1177/2158244012455437en
dc.identifier.volume2en
dc.identifier.issue3en
dc.type.dcmitypeTexten


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Creative Commons Attribution 4.0 International
License: Creative Commons Attribution 4.0 International