WWC review of this study

Academic Impacts of Career and Technical Schools

Neild, Ruth Curran,; Boccanfuso, Christopher; Byrnes, Vaughan (2015). Career and Technical Education Research, v40 n1 p28-47. Retrieved from: https://eric.ed.gov/?id=EJ1132478

  • Randomized Controlled Trial
     examining 
    3,629
     Students
    , grades
    9-12

Reviewed: September 2017

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Graduating school outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

4-year high school graduation rate

Dropout Prevention vs. Business as usual

0 Days

Full sample, Class of 2005;
3,629 students

N/A

56.60

Yes

 
 
4
 
Progressing in school outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Total credits earned at end of year 4

Dropout Prevention vs. Business as usual

0 Days

Full sample, Class of 2005;
3,629 students

20.73

19.90

Yes

 
 
4
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 6% English language learners

  • Female: 57%
    Male: 43%

  • Urban
    • B
    • A
    • C
    • D
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    • F
    • G
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    • W
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    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
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    • c
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    • j
    • k
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    • y

    Pennsylvania
  • Race
    Asian
    5%
    Black
    69%
    Other or unknown
    1%
    White
    14%
  • Ethnicity
    Hispanic    
    12%

Setting

This study involved three cohorts of public school students in Philadelphia, PA. The cohorts were classified by the year in which they would have completed high school with an on-time graduation: Classes of 2003, 2004, and 2005. The sample was comprised of eighth graders who had applied to and were eligible to enroll in one of five Career and Technical Education high schools in the ninth grade from 1999 through 2001. All included students eventually enrolled in a public school in Philadelphia for the ninth grade.

Study sample

For the Class of 2005, approximately 70% of the students were black, nearly 60% were female, and approximately 20% had special education status.

Intervention Group

The intervention is attendance at one of five Career and Technical Education schools. These schools served students in 9th to 12th grade and provided both traditional and career-related educational coursework, where the career courses focused on preparation for work in designated occupations. Four of these schools focused the career coursework on locally in demand fields, such as auto mechanic and child care, while the fifth focused on agriculture and animal care.

Comparison Group

Students starting at a traditional public high school for 9th grade were considered for the comparison group. Although these schools may have had courses that could be classified as career focused, the schools were not career-focused and courses were not designed to prepare students for an occupation.

Support for implementation

Details on implementation support are not provided.

 

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