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Author: Stone, James R., III
Resulting in 4 citations.
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Stone, James R., III |
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The Impact of School-to-Work and Career and Technical Education in the United States: Evidence from the National Longitudinal Survey of Youth, 1997 Journal of Vocational Education and Training 54,4 (December 2002):532-574. Also: http://search.epnet.com/direct.asp?an=10042870&db=aph Cohort(s): NLSY97 Publisher: Triangle Journals Ltd Keyword(s): Education; Educational Returns; Transition, School to Work Permission to reprint the abstract has not been received from the publisher. This study explores changes in school-to-work and career and technical education participation between the 1996-97 and 1998-99 school years in the United States. Employing data from the National Longitudinal Survey of Youth 1997, the author focused on changes in student characteristics. The study concludes that there are fewer differences between participants in school-to-work in the two years after the initial data collection. There also appears to be a trend toward less participation at each grade level in activities identified as school-to-work although there has been an increase in the proportion of students identified as a career and technical education (CTE) concentrator. [ABSTRACT FROM AUTHOR] |
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Bibliography Citation
Stone, James R., III. "The Impact of School-to-Work and Career and Technical Education in the United States: Evidence from the National Longitudinal Survey of Youth, 1997." Journal of Vocational Education and Training 54,4 (December 2002):532-574.
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Stone, James R., III Aliaga, Oscar A. |
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Career and Technical Education and School-to-Work at the End of the 20th Century: Participation and Outcomes Career and Technical Education Research (CTER) 30,2 (2005): 125-143. Also: http://scholar.lib.vt.edu/ejournals/CTER/v30n2/pdf/stone.pdf Cohort(s): NLSY97 Publisher: Association for Career and Technical Education Research (ACTER) Keyword(s): Educational Returns; Ethnic Differences; High School Completion/Graduates; High School Curriculum; High School Transcripts; Racial Differences; Socioeconomic Background; Socioeconomic Factors; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. We examined participation in the Career and Technical Education concentration (CTE), and School-to-Work activities at the end of the century following more than a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we also explored whether school-to-work activities have extended beyond their traditional CTE curricular base and have become part of the high school experience for all youth. We explored the relationship between students' background characteristics and curriculum concentration and key education outcomes, including course-taking patterns, high school GPA, school completion, and post-school expectations. We concluded that there are ethnic, racial and socioeconomic differences among youth in the four curriculum concentrations. CTE concentrators, more than general concentrators, appear to benefit from changes aimed at increasing the academic rigor of their high school programs, as evidenced by their enrollment in math and science courses, high school GPA, and school completion. |
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Bibliography Citation
Stone, James R., III and Oscar A. Aliaga. "Career and Technical Education and School-to-Work at the End of the 20th Century: Participation and Outcomes." Career and Technical Education Research (CTER) 30,2 (2005): 125-143.
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Stone, James R., III Aliaga, Oscar A. |
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Participation in Career and Technical Education and School-To-Work in American High Schools In: Improving School-to-work Transitions. Neumark, D., ed. New York, NY: Russell Sage Foundation, 2007: pp. 59-86 Cohort(s): NLSY97 Publisher: Russell Sage Foundation Keyword(s): Transition, School to Work; Vocational Education; Vocational Preparation; Vocational Training |
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Bibliography Citation
Stone, James R., III and Oscar A. Aliaga. "Participation in Career and Technical Education and School-To-Work in American High Schools" In: Improving School-to-work Transitions. Neumark, D., ed. New York, NY: Russell Sage Foundation, 2007: pp. 59-86
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Stone, James R., III Kowske, Brenda J. Alfeld, Corinne |
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Career and Technical Education in the Late 1990s: A Descriptive Study Journal of Vocational Education Research 29,3 (2004): 195-223. Also: http://acter.metapress.com/content/q336777v4m20201w/fulltext.pdf Cohort(s): NLSY97 Publisher: American Vocational Education Research Association Keyword(s): High School Completion/Graduates; High School Curriculum; High School Transcripts; Racial Differences; Socioeconomic Background; Socioeconomic Factors; Transition, School to Work; Vocational Education We examined the prevalence of specific career and technical education (CTE) programs and activities in American high schools in the late 1990s, following a decade of education reform. We also examined the extent to which CTE-oriented professional development is available to school staff and explored the other kinds of supports offered in schools to facilitate career and technical education. School Survey data from 1996 and 2000 from the National Longitudinal Survey of Youth 1997 showed CTE programs were created or strengthened in the early 1990s, most notably in the areas of business and technology. School administrators perceived that CTE enrollment (a) increased during the 1990s due to the availability of these programs, and (b) were not affected by changes in graduation requirements. We also found that most schools offered more career development programs than work based learning or specific CTE activities. We concluded that CTE has made significant strides in the 1990. |
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Bibliography Citation
Stone, James R., III, Brenda J. Kowske and Corinne Alfeld. "Career and Technical Education in the Late 1990s: A Descriptive Study." Journal of Vocational Education Research 29,3 (2004): 195-223.
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