Description
In large urban school districts such as Los Angeles, New York, Chicago, and many others, as many as half of the students starting their first year of high school do not finish. The economic costs are over $150 billion annually without considering the incalculable personal and social costs. Now, more than ever, it is critical to find different pathways to connect to high school students and engage them as they prepare for postsecondary life. The specific objective of this research was to determine student perceptions of how core academic programs that are linked with core academic curriculum and real world experiences such as Linked Learning contributed to engagement in high school and readiness for postsecondary life. In addition, this study examined teachers' and administrators' perceptions of Career and Technical Education (CTE) pathways and, more specifically, their views on the integration of CTE and core academics, as well as influences on student engagement and preparation for postsecondary education and career readiness. This study used a mixed methods approach, including a student survey, student and teacher focus groups, and interviews with administrators. This research paper found that students enroll in a CTE pathway more to prepare for a potential career than for any social reasons. Additionally, CTE pathways helped student engagement and comprehension of other core academic subjects, such as English and mathematics. The research also found that educators did not promote, request, nor demand the increased integration of CTE and core academics. More detailed longitudinal research on the impact of various CTE pathway approaches on high school graduate outcomes is needed to better understand whether change should be pursued.
