Then and Now: Depicting a Changing National Profle of STEM Career and Technical Education Course Takers
Then and Now: Depicting a Changing National Profle of STEM Career and Technical Education Course Takers
复制标题
过去和现在：描绘 STEM 职业和技术教育课程学员的全国概况的变化
作者：
J. Plasman;Michael A. Gottfried;E. Hutt
背景经过近世纪的联邦政策侧重于职业相关的高中课程，2006年的政策重新授权，特别是要求提高STEM为主题的职业和技术教育（CTE）课程的严格性，并增加所有学生的参与，特别是妇女和残疾人。我们探讨这种重新授权是否有助于满足这些增加参与的呼吁。研究问题我们在探索帕金斯IV法案的实施过程中提出了以下研究问题：（1）在2004年至2013年的十年间，参与AS-CTE课程的预测因素如何变化？(2)2013届的学生比2004届的学生更有可能参加AS-CTE吗？(3)与2004届相比，2013届女生和残疾学生参加AS-CTE的情况是否有具体差异？研究设计为了回答这些问题，我们合并了两个全国代表性的教育纵向研究2002年（ELS：2002年）和高中纵向研究2009年（HSLS：2009年）。我们采用基本的逻辑回归来探索参与的变化和普通最小二乘回归来探索信用积累的变化。我们还利用双障碍和状态固定效应模型来解释各种潜在的偏差。结果我们发现，应用STEM CTE课程学习的预测因素略有变化，尽管女性学生参与每个队列的可能性仍显着低于男性学生。跨队列探索，我们发现在后一个队列（HSLS：2009）的学生都更有可能参加应用STEM CTE和更有可能完成更多的单位。最后，在探索女学生和IEP学生时，我们发现这些学生更有可能参加应用STEM CTE，但完成更多单元的可能性并不大。结论从这些研究结果的第一个含义是，它似乎是全国的努力和情绪周围增加高中生的参与CTE课程已经站稳脚跟。第二，似乎有可能是一个特定的作用，为国家，因为他们希望增加参与应用STEM CTE和CTE一般。最后，需要额外关注代表性不足的学生的CTE参与。
Background After nearly a century of federal policies focusing on career-related high school coursework, a 2006 policy reauthorization especially called for increased rigor in STEM-themed career and technical education (CTE) courses and increased participation from all students, and particularly women and those with disabilities. We explore whether this reauthorization helped meet these calls for increased participation. Research Questions We asked the following research questions in exploring the implementation of the Perkins IV act: (1) How have the predictors of participation in AS-CTE coursework changed during the decade between 2004 and 2013? (2) Were students in the class of 2013 more likely to participate in AS-CTE than those in the class of 2004? (3) Is there a specific difference in AS-CTE participation for female students and students with disabilities in the class of 2013 as compared to the class of 2004? Research Design To respond to these questions, we merged two nationally representative datasets—the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:2009). We employed basic logistic regression to explore changes in participation and ordinary least squares regression to explore changes in credit accumulation. We also utilized double hurdle and state fixed-effects models to account for various potential biases. Results We found that there were slight changes in predictors of applied STEM CTE course-taking, though female students remained significantly less likely than male students to participate in each cohort. Exploring across cohorts, we found students in the later cohort (HSLS:2009) to be both more likely to participate in applied STEM CTE and more likely to complete more units. Finally, when exploring female students and students with IEPs, we found that these students were more likely to participate in applied STEM CTE, but were not more likely to complete more units. Conclusions A first implication from these findings is that it appears the national efforts and sentiments around increasing high schoolers’ participation in CTE course-taking have taken hold. Second, it appears there may be a specific role for states as they look to grow participation in applied STEM CTE—and CTE in general. Finally, additional focus needs to be placed on increasing CTE participation for underrepresented students.