Date of Award
2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quantitative study was to determine the effects career and technical Education has on career readiness. Six hundred career and technical Education students in the state of Indiana participated in this study. There were four research questions developed to determine the significance of six variables: race, lunch status, special Education status, type of high school diploma, enrollment in Project Lead the Way, and career and technical Education concentrator. Statistical analysis of the data included finding the mean and standard deviation along with basic descriptive data. Durbin-Watson test, multiple regression test, Wald criterion, Nagelkerke R 2 , and Hosmer Lemeshow were used to test null hypotheses. Significance level was recognized at .05. In summary, dual credits based on socioeconomic status were not statistically significant when comparing free/reduced lunch students to those who pay. The type of high school diploma a student earned could significantly predict English 10 and Algebra I ECA scores. Student participation in Project Lead the Way was not a predictor in English 10 or Algebra I ECA scores. Hispanic students were three times more likely to be CTE concentrators when compared to African-American students. Lunch and special Education status were not significant indicators of CTE concentration. As a conclusion, career and technical Education should be a required program for all students to ensure career readiness.
Recommended Citation
Finley, Shaunna D., "The Impact Of Career And Technical Education On Career Readiness" (2016). All-Inclusive List of Electronic Theses and Dissertations. 1759.
https://scholars.indianastate.edu/etds/1759