Career

This report assesses the efficacy of specific types of school-based and work-based initiatives on students with disabilities. Data analysis was conducted with national longitudinal data. The results suggest that the various initiatives (job shadowing, mentoring, internships, career major etc) effectively facilitate vocational success for this population. School-based programs were associated with stable and full-time employment, and work-based programs typically increased the likelihood that youth with disabilities will gain employment with fringe benefits.

This study analyzes Career Technical Education (CTE) transition programs, which aim to create formal partnerships between secondary and postsecondary institutions and support the completion of a degree program. Longitudinal academic achievement data from 6,000 students who transitioned into college were used to determine the effects of participation in CTE on student outcomes.

This study examines the implementation and impact of New York State’s career technical education (CTE) programs. CTE student’s courses, graduation rates, perceptions and academic achievement were reviewed from nine CTE sites. Results revealed that students in these programs are generally offered curricula that are characterized by rigorous standards and perform at par with their non-CTE classmates.

This study explores the influences of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Analysis of questionnaires completed by over 200 students enrolled in a work-based learning program was conducted. Results showed that work hope, career planning, and autonomy support shared 37.5% of the variance with achievement-related beliefs, and work hope and teacher autonomy support further contributed unique variance in explaining these beliefs.

This study examines the relationship between academic motivation and self-efficacy and participation in career development interventions. A national sample of 293 high school students was analyzed based on these sentiments and their participation in 44 career development interventions. The study revealed that there was no association between the participation in these interventions and academic motivation or self-efficacy.

This report analyzes the effect of vocational education on high school students’ academic effort and graduation rates. International cross-section data showed that nations (e.g. graduation rates from upper secondary school in Europe, Australia and North America and the correlation with enrollment in career-tech programs) that enroll a large portion of high school students in vocational programs have higher attendance rates and high school completion rates.

This study evaluates Talent Development, a school reform model that seeks to raise expectations of teachers and students and prepare students for postsecondary education and employment. The researchers followed 20 cohorts of ninth-grade students from five high schools for four years . Results showed that Talent Development had a positive impact on academic course credits earned, attendance and promotion rates during students’ first year of high school.