Balancing Career and Technical Education With Academic Coursework: The Consequences for Mathematics Achievement in High School
Balancing Career and Technical Education With Academic Coursework: The Consequences for Mathematics Achievement in High School
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DOI：
10.3102/0162373712453870
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发表时间：
2013-06-01
影响因子：
3.4
通讯作者：
Dalton, Benjamin
中科院分区：
文献类型：
--
作者：
Bozick, Robert;Dalton, Benjamin
联邦立法试图将职业和技术教育（CTE）从高中课程的一个单独组成部分转变为一个综合要素，共同提高学术和职业准备。然而，人们仍然担心CTE改善学术学习的能力。使用具有全国代表性的高中生样本，我们研究CTE课程作业和高中数学成绩之间的关系。占观察到的和未观察到的学生的特点，我们发现，CTE课程既不限制数学学习的整体收益，也不收购的基本和中级数学技能。此外，工程和技术课程，CTE课程的一个子集，包括定量推理，逻辑和解决问题，与数学成绩无关。
Federal legislation has attempted to move career and technical education (CTE) from a segregated component of the high school curriculum to an integrated element that jointly improves both academic and career readiness. However, concerns remain about the ability of CTE to improve academic learning. Using a nationally representative sample of high school students, we examine the relationship between CTE coursework and mathematics achievement in high school. Accounting for observed and unobserved characteristics of students, we find that CTE courses neither limit overall gains in mathematics learning nor the acquisition of basic and intermediate mathematics skills. Additionally, engineering and technology courses, a subset of CTE courses that incorporate quantitative reasoning, logic, and problem solving, are unrelated with math achievement.