ERIC ED611156: The Academic Impacts of Career and Technical Schools: A Case Study of a Large Urban School District

2.2 MB·English

by  ERIC

2013

The Academic Impacts
of Career and
Technical Schools:
A Case Study of a Large Urban School District

Ruth Curran Neild

Christopher Boccanfuso
Vaughan Byrnes
Center for Social Organization of Schools
Everyone Graduates Center
Johns Hopkins University

January 2013

The Academic Impacts of Career and

Technical Schools:
A Case Study of a Large Urban School
District

Ruth Curran Neild
Christopher Boccanfuso
Vaughan Byrnes

C enter for Social Organization of Schools
Johns Hopkins University

January 2013
TABLE OF CONTENTS

EXECUTIVE SUMMARY…………………………………………………………………………………………....ES-1
CHAPTER ONE: INTRODUCTION .................................................................................. 1
The Challenges of Assessing the Effects of CTE Schools ..................................................... 3
A Study that Spans Perkins III ............................................................................................. 4
Research Questions and Data ............................................................................................. 5
The Effects of Career and Technical Education .................................................................. 5
CHAPTER TWO: THE CONTEXT OF CAREER AND TECHNICAL EDUCATION IN
PHILADELPHIA ............................................................................................................ 9
Philadelphia’s Public High Schools ...................................................................................... 9
The High School Application and Admission Process ....................................................... 14
The Impact of Desegregation on High School Admissions ............................................... 18
Demand for Career and Technical Schools in Philadelphia .............................................. 18
Demand for Specific Career and Technical Schools .......................................................... 22
A Final Note on Context: The Impact on High Schools of the State Takeover ................. 23
CHAPTER THREE: STUDY DESIGN ............................................................................... 25
Definition of the Three Cohorts of Students .................................................................... 25
General Description of Data Sets ...................................................................................... 26
Study Design for Analysis of CTE Outcomes ..................................................................... 27
Students Included in this Study ........................................................................................ 27
Treatment Crossover ........................................................................................................ 29
Classification of Students as Applicants, Treatment Group Members, and Control Group
Members ............................................................................................................. 31
Identification of Applicants who were “Screened Out” of the CTE Lotteries................... 31
Classification of Students into Treatment and Control .................................................... 32
Comparison of Treatment and Control Groups ................................................................ 36
Estimates of Impact and Modeling Strategies .................................................................. 41
CHAPTER FOUR: AVAILABILITY OF AND ENROLLMENT IN CTE COURSES AND COURSES OF
STUDY ACROSS THE DISTRICT, 1999-2000 TO 2004-2005 ............................................ 46
CTE Courses of Study at the District’s High Schools ......................................................... 46
Who Enrolled in CTE Courses? .......................................................................................... 52
Areas of Concentration in Career and Technical Education ............................................. 55
In Which Grades Did Students Take CTE Courses? ........................................................... 58
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The Timing of CTE Course Taking Among CTE Applicants ................................................ 58
CHAPTER FIVE: COMPARISON OF ACADEMIC OUTCOMES FOR COHORTS FOR YEARS
ONE THROUGH FOUR OF HIGH SCHOOL ......................................................................... 61
Descriptive Comparison of Key Academic Outcomes ....................................................... 61
Intent-to-Treat Estimates of CTE School Impacts ............................................................. 63
Intent-to-Treat Effects by School and Cohort ................................................................... 66
Dosage Effects ............................................................................................................. 67
APPENDIX A .............................................................................................................. 75
APPENDIX B .............................................................................................................. 85
APPENDIX C……………………………………………………………………………………………………………..102

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FIGURES AND TABLES

CHAPTER TWO
Table 2.1: Summary Data for Philadelphia High Schools, by School Type ....................... 11
Table 2.2: Racial and Ethnic Composition of High Schools, by School Type………………… . 11
Table 2.3: Summary of Key CTE School Characteristics, 1999-2000 to 2004-2005 ………..12
Figure 2.1: Sample School Application Form for Eighth Grade Students ......................... 16
Figure 2.2: Percentage of 8th Grade Students Applying to at Least One CTE School for
9th Grade………………………………..……………………………………………………………………………………19
Figure 2.4: Race/Ethnicity of Students, by Cohort and Application to a Career and
Technical School… ............................................................................................................. 20
Figure 2.3: Mean 8th Grade GPA, by Cohort and Application to a CTE School ................ 20
Table 2.5: Percentage of Students in Each Proficiency Category on the Eighth Grade
State Standardized Test in Reading, by Cohort and Application to a Career and Technical
High School…………………………………………………………………………………………………………………..21
Table 2.6: Percentage of Students in Each Proficiency Category on the Eighth Grade
State Standardized Test in Mathematics, by Cohort and Application to a Career and
Technical High School ....................................................................................................... 21
Table 2.7 Racial and Ethnic Composition of Applicants, by Career and Technical High
School and Cohort………………………………………………………………………………………………………..22
Table 2.8: Percentage of Applicants Scoring Below Basic and Advanced/Proficient on
Eighth Grade Math and Reading Test, by School and Cohort .......................................... 23
CHAPTER THREE
Table 3.1: Percentage of Applicants Not Entered into the Lottery, by School and
Cohort........................... .................................................................................................... 28
Table 3.2: Comparison of Class of 2005 Applicants Who Were Entered and Not Entered
into the Lottery, by School ................................................................................................ 30
Table 3.3: Disapproval Reasons Given for Students who Applied to CTE Schools ........... 32
Table 3.4: Percentages of Students Accepted, Not Accepted, and of Unclear Status in
School District Data, By School and Cohort ………………………………………………….………………34
Table 3.5: Percentage of Students Designated as Accepted for this Study, by Cohort and
School…………………… .......................................................................................................... 36
Table 3.6: Regressions Predicting Acceptance at Each School, for Applicants in the Class
of 2003....................... ....................................................................................................... 38
Table 3.7: Regressions Predicting Acceptance at Each School, for Applicants in the Class
of 2004……………………………………………………………………………………….………………………………..39
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Table 3.8: Regressions Predicting Acceptance at Each School, for Applicants in the Class
of 2005…..…………………………………………………………………………………………….………………………40
Table 3.9: Number of Years Attended a CTE School, by Admissions Status ..................... 42
Table 3.10: Percentage of Students Not Accepted Who Attended Another CTE School, by
Cohort and School…………………………………………………………………………….………………………….43
CHAPTER FOUR
Table 4.1: CTE Course Offerings for Each Philadelphia High School, by Course Type and
School Year……..….. ........................................................................................................... 50
Table 4.2: Number of CTE Courses Taken, by Cohort ....................................................... 52
Table 4.3: Number of CTE Courses Taken, by Race/Ethnicity, Class of 2003……………….…53
Table 4.4: Number of CTE Courses Taken, by Race/Ethnicity, Class of 2004 ................... 53
Table 4.5: Number of CTE Courses Taken, by Race/Ethnicity, Class of 2005 ................... 54
Table 4.6: Number of CTE Courses Taken, by Cohort and Gender ................................... 54
Table 4.7: Number of CTE Courses Taken, by Cohort and Proficiency Level on Eighth
Grade State Standardized Test of Reading ....................................................................... 55
Table 4.8: Number of CTE Courses Taken, by Cohort and Proficiency Level on Eighth
Grade State Standardized Test of Mathematics ............................................................... 55
Table 4.9: Percentage of Students Concentrating in Each CTE Area, by Cohort .............. 57
Table 4.10: Number of Vocational Concentration Areas for all Students with at Least One
Vocational Concentration Area, by Cohort ....................................................................... 57
Table 4.11: Mean Number of CTE Courses Taken by Year, For Students Who Took at
Least One CTE Course ….………………………………………………………………………………………………58
Table 4.12: Mean Number of CTE Courses Taken by Year, by Attendance at a CTE
School……………………. ......................................................................................................... 59
CHAPTER FIVE
Table 5.1: Comparison of Academic Outcomes, by CTE Acceptance Status, for the Classes
of 2003, 2004, and 2005 ................................................................................................... 62
Table 5.2: Comparison of Academic Outcomes, by CTE Enrollment Status, for the Classes
of 2003, 2004, and 2005 ................................................................................................... 63
Table 5.3: Estimated Intent-to-Treat CTE Impacts on Academic Outcomes, Classes of
2003, 2004, and 2005 ....................................................................................................... 65
Table 5.4: Estimated Dosage CTE Impacts on Academic Outcomes, Classes of 2003, 2004,
and 2005………………………………………………………………………………………….…………………………..68
APPENDIX A
Table A.1: Full List of Status and Basis Codes used in School District of Philadelphia High
School Admissions Files………………………………………………………………………………………………75
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Table A.2: Percentage Accepted, Not Accepted, and Unknown, for Class of 2003, by CTE
School…………………………………………………………………………………………………………………………..76
Table A.3: Percentage Accepted, Not Accepted, and Unknown, for Class of 2004, by CTE
School…………………………………………………………………………………………………………………………..77
Table A.4: Percentage Accepted, Not Accepted, and Unknown, for Class of 2005, by CTE
School…………………………………………………………………………………………………………………………..79
Table A.5: Percentage of Students Accepted in Each Simulated Lottery Round, by School,
for the Class of 2003…………………………………………………………………………………………………….81
Table A.6: Percentage of Students Accepted in Each Simulated Lottery Round, by School,
for the Class of 2004…………………………………………………………………………………………………….81
Table A.7: Percentage of Students Accepted in Each Simulated Lottery Round, by School,
for the Class of 2005…………………………………………………………………………………………………….81
Table A.8: Descriptive Summary of Student Characteristics by Acceptance in School
Admission Lottery, Class of 2003………………………………………………………………………………….82
Table A.9: Descriptive Summary of Student Characteristics by Acceptance in School
Admission Lottery, Class of 2004………………………………………………………………………………….83
Table A.10: Descriptive Summary of Student Characteristics by Acceptance in School
Admission Lottery, Class of 2005………………………………………………………………………………….84
APPENDIX B
Table B.1: CTE Courses Offered in Philadelphia Public Schools: 1999-00 through 2004-
05……………………………………………………………………………………………………………………………….85
Table B.2: Percentage of Vocational Concentrators, by Cohort and Concentration Area
Using Two Course Criteria for Vocational Concentrator……………………………………………100
Table B.3: Mean Number of CTE Courses Taken by Year, For Students with at Least One
CTE Course Taken Using Two Course Criteria for Vocational Concentrator……………….101
APPENDIX C
Table C.1: Description of Dependent Variables………………………………………………………….102
Table C.2: Description of Independent Variables……………………………………………………….102
Table C.3: Summary of Effects of CTE Schools for Imputed Outcomes, All Cohorts…….106
Table C.4: Summary of Ninth Grade Effects of CTE Schools, for the Classes of 2003, 2004,
and 2005…………………………………………………………………………………………………………………….107
Table C.5: Summary of Year Two Effects of CTE Schools, for the Classes of 2003, 2004,
and 2005……………………………………………………………………………………………………………………108
Table C.6: Summary of Year Three Effects of CTE Schools………………………………………….109
Table C.7: Summary of Year Four Effects of CTE Schools……………………………………………109

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Table C.8: On-Time Graduation Rates for Accepted and Non-Accepted Students, by
School and Cohort……………………………………………………………………………………………………..110
Table C.9: Five-Year Graduation Rates for Accepted and Non-Accepted Students, by
School and Cohort……………………………………………………………………………………………….…….111
Table C.10: Six-Year Graduation Rates for Accepted and Non-Accepted Students, by
School and Cohort……………………………………………………………………………………………….…….111
Table C.11: Mean High School GPA for Accepted and Non-Accepted Students, by School
and Cohort…………………………………………………………………………………………………………………112
Table C.12: Mean Credits Earned for Accepted and Non-Accepted Students, by School
and Cohort…………………………………………………………………………………………………………………113
Table C.13: Mean CTE Courses Taken for Accepted and Non-Accepted Students, by
School and Cohort……………………………………………………………………………………………………..114
Table C.14: Percentage of Students Who Completed Algebra 1, Algebra 2, and
Geometry, for Accepted and Non-Accepted Students, by School and Cohort…………….115
Table C.15: Percentage of Students Who Completed Chemistry and Physics, for
Accepted and Non-Accepted Students, by School and Cohort…………………………..……….116
Table C.16: Percentage of Students Who Completed Two or More Years of a Foreign
Language, for Accepted and Non-Accepted Students, by School and Cohort………………117

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EXECUTIVE SUMMARY

With growing public recognition that too many students in the United States fail
to complete high school and that those who do graduate often are inadequately prepared
for success in postsecondary education and the workforce, policymakers and education
leaders are turning their attention afresh to the American high school. Within the past
decade, public investments and private donors have sought to remake the high school in
various ways: by organizing high schools around unifying themes, creating improved
curricula for students who enter high school underprepared, developing standards and
end-of-course exams, breaking larger high schools into smaller units, and creating small
autonomous schools.

Despite this flurry of activity, there has been relatively little discussion about the
role of Career and Technical schools in preparing students to enter higher education and
the workforce. More than 90 percent of the approximately 18,000 public high schools in
the United States offer some type of career and technical education course. However, for
approximately 900 high schools known as “career and technical high schools” (CTE
schools), workforce preparation is the central and primary mission. In 2002, career and
technical high schools enrolled approximately nine percent of the in-school population of
tenth grade students in the United States.

A result of the lack of research focus to CTE schools (as opposed to just CTE
courses taken at any type of school) is that there has been no gathering of evidence on the
effects of CTE schools on a variety of student outcomes, including academic
achievement, labor market outcomes, and postsecondary enrollment. This report
addresses basic questions about academic outcomes associated with CTE schools:

 What is the effect of CTE schools on educational attainment, specifically credit
accumulation, grade promotion, and graduation?

 What is the effect of CTE schools on college-preparatory course taking in
mathematics, science, and foreign language?

 What effect do CTE schools have on academic performance, specifically grade
point average (GPA), and academic growth in mathematics and reading
comprehension?

This report presents findings from a case study of five CTE schools in the School
District of Philadelphia. Three cohorts of students – the Classes of 2003, 2004, and 2005
– are the focus of this report. Students in these cohorts were admitted to the CTE schools
through a lottery that admitted students through random selection, taking into account
student race/ethnicity in order to achieve court-ordered racial balance in the schools.
This study takes advantage of this so-called “natural experiment” by comparing outcomes
for applicants who were admitted with those for students who did not receive an
acceptance. Two types of estimates are created for each outcome: 1) an Intent-to-Treat
ES-1