Student and Educator Perceptions of the Value of CTE (Career and Technical Education) and IBCs (Industry-Based Certifications)
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| Title: | Student and Educator Perceptions of the Value of CTE (Career and Technical Education) and IBCs (Industry-Based Certifications) |
|---|---|
| Language: | English |
| Authors: | Madison E. Andrews, Kait Ogden, Matthew S. Giani |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Career and Technical Education, Educational Benefits, Certification, Industry, High School Teachers, Teacher Attitudes, High School Students, Student Attitudes, Expectation, Educational Policy, Program Implementation, Academic Aspiration, Occupational Aspiration |
| Geographic Terms: | Texas |
| DOI: | 10.3102/2193820 |
| Abstract: | Federal and state policy have increasingly emphasized the development of structured career and technical education (CTE) programs of study where students have opportunities to earn industry-based certifications (IBCs). However, research has yet to examine how schools have implemented CTE and IBC opportunities or the value that students and educators ascribe to them. Informed by our prior work with quantitative data from Texas's statewide longitudinal data system [1, 2] and expectancy-value theory (EVT), we conducted pilot focus groups with students (n=17) and educators (n=8) at Texas high schools. The preliminary observations of our pilot data shed light on disparate perceptions of value amongst students and educators, and highlight the disconnects between CTE's actors and beneficiaries (i.e., students and educators) and policymakers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678490 |
| Database: | ERIC |
| Abstract: | Federal and state policy have increasingly emphasized the development of structured career and technical education (CTE) programs of study where students have opportunities to earn industry-based certifications (IBCs). However, research has yet to examine how schools have implemented CTE and IBC opportunities or the value that students and educators ascribe to them. Informed by our prior work with quantitative data from Texas's statewide longitudinal data system [1, 2] and expectancy-value theory (EVT), we conducted pilot focus groups with students (n=17) and educators (n=8) at Texas high schools. The preliminary observations of our pilot data shed light on disparate perceptions of value amongst students and educators, and highlight the disconnects between CTE's actors and beneficiaries (i.e., students and educators) and policymakers. |
|---|---|
| DOI: | 10.3102/2193820 |
