The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
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职业和技术教育对人力资本积累的影响：来自马萨诸塞州的因果证据
DOI：
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发表时间：
2016
影响因子：
2.1
通讯作者：
Shaun Dougherty
中科院分区：
文献类型：
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作者：
Shaun Dougherty
早期的工作表明，职业和技术教育（CTE）可以为参与者提供长期的经济利益，但很少有人探索潜在的学术影响，在高风险问责制的时代没有。本文探讨了因果关系的影响，参加专门的高中为基础的CTE交付系统对高中的持久性，完成，赚取专业认证，和标准化考试成绩，重点是个人从低收入家庭，一组是在CTE和高中未完成者的代表性过高。使用行政数据从马萨诸塞州，我结合联合收割机普通最小二乘法与回归不连续设计，利用招生数据在三所学校超额认购。所有的估计表明，参与高质量的CTE课程提高了高收入学生按时从高中毕业的可能性7至10个百分点，并对他们的低收入同龄人和学生产生了更大的影响。这项工作通知的理解，即使在高风险的政策环境中的人力资本积累的具体CTE计划的参与的潜在影响。马萨诸塞州富有成效的CTE模型的这一证据可能会为当前与改善职业途径和准备有关的政策对话提供信息。
Earlier work demonstrates that career and technical education (CTE) can provide long-term financial benefits to participants, yet few have explored potential academic impacts, with none in the era of high-stakes accountability. This paper investigates the causal impact of participating in a specialized high school-based CTE delivery system on high school persistence, completion, earning professional certifications, and standardized test scores, with a focus on individuals from low-income families, a group that is overrepresented in CTE and high school noncompleters. Using administrative data from Massachusetts, I combine ordinary least squares with a regression discontinuity design that capitalizes on admissions data at three schools that are oversubscribed. All estimates suggest that participation in a high-quality CTE program boosts the probability of on-time graduation from high school by 7 to 10 percentage points for higher income students, and suggestively larger effects for their lower-income peers and students on the margin of being admitted to oversubscribed schools. This work informs an understanding of the potential impact of specific CTE program participation on the accumulation of human capital even in a high-stakes policy environment. This evidence of a productive CTE model in Massachusetts may inform the current policy dialog related to improving career pathways and readiness.
影响因子：
4
作者：
Fredricks, JA;Eccles, JS
通讯作者：
Eccles, JS