Career and Technical Education as a Foundation to Support Postsecondary Transitions in STEM for Students with Disabilities

“作为支持残疾学生STEM中学后过渡的基础的职业和技术教育”奖是一个广泛参与的研究项目，旨在调查非传统和不那么正规的教育途径，特别是为寻求中学后STEM学位和职业的残疾高中生提供的职业和技术教育(CTE)经历。研究小组将审查高中的三种形式的CTE，特别是2006年卡尔·D·珀金斯职业和技术教育法确定的形式，被认为对支持学生转向STEM大学专业，并最终支持STEM职业生涯至关重要：(1)STEM选修课程，(2)校本就业计划；(3)劳动力参与。STEM课程既包括传统的STEM课程，也包括应用STEM课程，在结构化的课堂环境中向学生传授量化概念、逻辑和解决问题的技能。校本就业经历包括由学校组织和赞助的促进职业发展的活动，如合作教育、实习和职业指导。劳动力参与包括为雇主完成的有偿工作。有五个具体的研究问题。在高中期间为残疾学生提供了哪些CTE经验？2.高中CTE经验是否提高了残疾学生在大学过渡到STEM学习领域的几率？如果是这样的话，哪些经历是最有益的？3.在上过大学的条件下，高中的CTE经历是否会增加残疾学生大学毕业后过渡到STEM专业的几率？如果是这样的话，哪些经验是最有益的？4.上述四个问题的答案是否因个别学生的具体残疾分类而不同？5.这些结果是否可以推广到多个具有全国代表性的数据集？为了解决这些研究问题，本研究将对两个现有的国家数据集进行次要数据分析：NCES 2002年教育纵向研究(ELS)和1997年全国青年纵向调查(NLSY97)。该项目将由独立评估者乐维农博士进行评估，并将包括形成性和总结性评估。预计结果将促进该领域对残疾学生在中学后水平上攻读STEM的未来CTE经历的了解。

The "Career and Technical Education as a Foundation to Support Postsecondary Transitions in STEM for Students with Disabilities" award is a Broadening Participation Research project designed to investigate non-traditional and less formal educational pathways, specifically career and technical education (CTE) experiences, for high school students with disabilities pursuing postsecondary STEM degrees and careers.The research team will examine three forms of CTE in high school, specifically those identified by the 2006 Carl D. Perkins Career and Technical Education Act, considered critical in supporting the school-to-postsecondary transition of students moving toward STEM college majors and, ultimately, STEM careers: (1) STEM course-taking, (2) school-based employment programs, and (3) labor force participation. STEM course-taking includes both traditional and applied STEM courses that impart quantitative concepts, logic, and problem solving skills to students in a structured classroom setting. School-based employment experiences include activities organized and sponsored by schools that promote career development, such as cooperative education, internships, and career mentoring. Labor force participation includes paid work done for an employer.There are five specific research questions.1. What CTE experiences are provided to students with disabilities during high school?2. Do CTE experiences in high school improve the odds of students with disabilities transitioning into a STEM field of study in college? If so, which experiences are most beneficial?3. Conditional on having attended college, do CTE experiences in high school improve the odds of students with disabilities transitioning into a STEM profession after college? If so, which experiences are most beneficial?4. Do answers to the preceding four questions differ by specific disability classification of the individual student?5. Are these results generalizable to multiple nationally-representative datasets?To address these research questions, the research will conduct secondary data analyses of two existing national datasets: the NCES Education Longitudinal Study of 2002 (ELS) and the National Longitudinal Survey of Youth 1997 (NLSY97).This project will be evaluated by an independent evaluator, Dr. Vi-Nhuan Le, and will include formative and summative assessments. Results are expected to advance the field's knowledge about the future CTE experiences of students with disabilities pursuing STEM at the postsecondary level.