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A Retrospective Cohort Comparison of Career and Technical Education Participants and Non-Participants on a State-Mandated Proficiency Test.

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Title: A Retrospective Cohort Comparison of Career and Technical Education Participants and Non-Participants on a State-Mandated Proficiency Test.
Authors: Sang Hoon Bae1 sanghoon_bae@hanmail.net, Gray, Kenneth1 gty@psu.edu, Yeager, Georgia1 gyeager@sctc.net
Source: Career & Technical Education Research. 2007, Vol. 32 Issue 1, p9-22. 14p.
Subject Terms: *Educational tests & measurements, *Reading, *Teachers, *Educators, *Secondary education, *Standardized tests, *Comprehensive examinations, Mathematics
Geographic Terms: Pennsylvania
Abstract: The sometimes poor performance of Career and Technical Education (CTE) concentrators on a state-mandated proficiency test is a major concern of CTE educators. This study examined whether (a) there are performance differences on state-mandated 11th-grade math and reading tests between GTE and non-GTE students with similar proficiency scores in the 8th-grade, and (b) 11th-grade math test scores are related to 8th-grade math proficiency and high school math course-taking patterns. This exploratory study was conducted using two different cohorts of students from the high school classes of 2004 and 2005, from two GTE schools and their sending schools in Pennsylvania. The study found no statistically significant differences in reading proficiency on the state-mandated 11th-grade math test. In one of the two cohort groups, a statistically significant difference was found in math performance between GTE students and their counterparts, with the GTE students scoring lower. GTE students as a group had taken fewer college-prep math courses than their non-GTE peers. Such differences were associated with GTE students' lower achievement on a state-mandated math test. When math course-taking was controlled, GTE participation was found not to be associated with math test scores. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:The sometimes poor performance of Career and Technical Education (CTE) concentrators on a state-mandated proficiency test is a major concern of CTE educators. This study examined whether (a) there are performance differences on state-mandated 11th-grade math and reading tests between GTE and non-GTE students with similar proficiency scores in the 8th-grade, and (b) 11th-grade math test scores are related to 8th-grade math proficiency and high school math course-taking patterns. This exploratory study was conducted using two different cohorts of students from the high school classes of 2004 and 2005, from two GTE schools and their sending schools in Pennsylvania. The study found no statistically significant differences in reading proficiency on the state-mandated 11th-grade math test. In one of the two cohort groups, a statistically significant difference was found in math performance between GTE students and their counterparts, with the GTE students scoring lower. GTE students as a group had taken fewer college-prep math courses than their non-GTE peers. Such differences were associated with GTE students' lower achievement on a state-mandated math test. When math course-taking was controlled, GTE participation was found not to be associated with math test scores. [ABSTRACT FROM AUTHOR]
ISSN:1554754X
DOI:10.5328/CTER32.1.9