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Author: Fletcher, Edward Charles, Jr.

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1.	Fletcher, Edward Charles, Jr.
1.	Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood Career and Technical Education Research 37,2 (2012): 121-139. Also: http://acter.metapress.com/content/x211079231h11v17/ Cohort(s): NLSY97 Publisher: Association for Career and Technical Education Research (ACTER) Keyword(s): Employment; High School Curriculum; Labor Force Participation; Schooling Permission to reprint the abstract has not been received from the publisher. Sparked by the current economic situation in the U.S., policymakers have begun to shift their concern from solely concentrating on the preparation of students for college to preparing them for the workforce as well. Thus, it is time for CTE to understand its impact on students' long-term trajectories. The purpose of this study was to predict employment status in 2006 (using the 1997 National Longitudinal Survey of Youth data set), based on demographic variables, high school curriculum tracks, and employment expectations. Findings indicated that general track graduates were 1.8 times more likely than CTE track graduates to be employed. Implications of this study point to the pressing need for further research on employment outcomes of CTE graduates and the importance of high school students gaining skills for employment.
	Bibliography Citation Fletcher, Edward Charles, Jr. "Predicting the Influence of Demographic Differences and Schooling Experience in Adolescence on Occupational Choice in Adulthood." Career and Technical Education Research 37,2 (2012): 121-139.

2.	Fletcher, Edward Charles, Jr.
2.	The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings Ph.D. Dissertation, ED Physical Activities and Educational Services, The Ohio State University, 2009. Also: http://www.acteonline.org/uploadedFiles/About_CTE/files/THE%20RELATIONSHIP%20OF%20HIGH%20SCHOOL%20CURRICULUM%20TRACKS%20TO%20DEGREE.pdf Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Enrollment; Earnings; Educational Attainment; Ethnic Differences; High School Curriculum; Racial Differences; Schooling, Post-secondary; Vocational Education Permission to reprint the abstract has not been received from the publisher. The scope and direction of career and technical education (CTE) has been re-conceptualized based on federal legislation objectives, particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Consequently, CTE's historical focus on preparing students solely for the workforce is no longer adequate. Thus, a new emphasis on preparing students for the workforce and for postsecondary education is now on the agenda. In the midst of heightened accountability standards set forth by the No Child Left Behind (NCLB) Act, it is essential to evaluate long-term CTE student outcomes. Hence, the purpose of this study was to investigate the relationship between high school curriculum tracks and student achievement outcomes through the consideration of degree attainment and occupational earnings. Data on graduates from the 1996-1997 academic school year cohort were analyzed through the National Longitudinal Survey of Youth (NLSY) 1997 dataset. This study investigated the linkage between participation in high school curriculum tracks, degree attainment and occupational earnings. Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees. However, this study found that CTE students were indeed outperforming the general, dual, and college preparatory tracks in terms of occupational earnings. More promising was the dual track that was more likely to earn associate's degrees than their general tracked counterparts. As expected, the college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelor's degrees. This study also found that general track students were not as likely to earn degrees and higher earnings as those in the college preparatory, CTE, or dual tracks. In terms of participation rates, Blacks were much more likely to participate in the CTE track, Hispanics were more likely to participate in the general track, and non-Black/non-Hispanics were more likely to participate in the college preparatory track. In addition, this research study provided several implications for CTE programs, teachers, administrators, guidance counselors, parents, as well as for students choosing to enroll in CTE, college preparatory, general, or dual tracks. Future directions for further research that include additional variables that predict participation in high school curriculum tracks, degree attainment, and earnings were provided. Further, the need for longitudinal studies regarding student outcomes of tracking, as well as student outcomes on high school reform initiatives were suggested.
	Bibliography Citation Fletcher, Edward Charles, Jr. The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings. Ph.D. Dissertation, ED Physical Activities and Educational Services, The Ohio State University, 2009..

3.	Fletcher, Edward Charles, Jr. Tyson, Will
3.	A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations Career and Technical Education Research 42,1 (May 2017): 35-55. Also: http://www.ingentaconnect.com/content/acter/cter/2017/00000042/00000001/art00004 Cohort(s): NLSY97 Publisher: Association for Career and Technical Education Research (ACTER) Keyword(s): College Degree; College Major/Field of Study/Courses; High School Curriculum; Occupational Choice; STEM (Science, Technology, Engineering & Mathematics); Transition, Adulthood Permission to reprint the abstract has not been received from the publisher. In this study, we determined the educational pathways and key life course transitions of young adults who enter Science, Technology, Engineering, Mathematics, and Health (STEMH) technician and professional jobs using the 1997 National Longitudinal Survey of Youth (NLSY) dataset, tracking high school students from 1997 to adulthood in 2009. Using hierarchical linear modeling (HLM), findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers. In light of the findings, we recommend that strategies to broaden the participation of minorities and women in STEMH fields include strengthening high school CTE programs and emphasizing career guidance in high schools to promote career awareness as a means to attract and retain students in STEMH pathways.
	Bibliography Citation Fletcher, Edward Charles, Jr. and Will Tyson. "A Longitudinal Analysis of Young Adult Pathways to STEMH Occupations." Career and Technical Education Research 42,1 (May 2017): 35-55.

4.	Fletcher, Edward Charles, Jr. Zirkle, Chris
4.	The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings Career and Technical Education Research 34,2 (March 03, 2010): 81-102. Also: https://commerce.metapress.com/content/b1431031708124t7/resource-secured/?target=fulltext.pdf&sid=owfpyc45ghm553rrezt44o45&sh=acter.metapress.com Cohort(s): NLSY97 Publisher: Association for Career and Technical Education Research (ACTER) Keyword(s): Earnings; Educational Attainment; Educational Outcomes; High School Curriculum; High School Diploma; Vocational Education Permission to reprint the abstract has not been received from the publisher. The purpose of this study was to investigate the relationship between high school curriculum tracks and student achievement outcomes through the consideration of degree attainment and occupational earnings. Data pertaining to graduates were analyzed through the national longitudinal survey of Youth (NLSY) 1997 dataset. This study investigated the linkage between participation in high school curriculum tracks, degree attainment, and occupational earnings. Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees. However, this study found that CTE students were outperforming the general, dual, and college preparatory tracks in terms of occupational earnings. In addition, the dual track was more likely to earn associates' degrees than their general track counterparts. The college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelors' degrees
	Bibliography Citation Fletcher, Edward Charles, Jr. and Chris Zirkle. "The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings." Career and Technical Education Research 34,2 (March 03, 2010): 81-102.

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