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The relationship between career and ...

Mooneyham, Mary Charlotte Shepherd.

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The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators./
作者:	Mooneyham, Mary Charlotte Shepherd.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2188.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Vocational. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181060
ISBN:	9780542212413

The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators.
Mooneyham, Mary Charlotte Shepherd.

The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators. - 178 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2188.

Thesis (Ed.D.)--University of North Texas, 2005.

This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices.

ISBN: 9780542212413Subjects--Topical Terms:

1017499
Education, Vocational.

The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators.
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245 1 4 $a The relationship between career and technical education, and Texas Assessment of Academic Skills and other academic excellence indicators.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2188.
500 $a Major Professor: Jeff M. Allen.
502 $a Thesis (Ed.D.)--University of North Texas, 2005.
520 $a This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices.
520 $a AEIS data were collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance.
520 $a Two-factor mixed repeated measures ANOVAS were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means, but there was no statistical significance indicating that CATE students performed as well as non-CATE students. Two-factor mixed repeated measures ANOVAS were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students, and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate, and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group.
520 $a Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However, there was statistical significance between CATE program effectiveness and dropout correlation for 2001.
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