東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Transition Planning for African-Amer...

Walker, Tara D.

FindBook

Google Book

Amazon

博客來

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?/
作者:	Walker, Tara D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637744
ISBN:	9780355415780

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?
Walker, Tara D.

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success? - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 145 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary outcomes than their counterparts. The purpose of this causal-comparative, quantitative study was to compare the postsecondary outcomes of AASWLD between their completion of a CTE and traditional high school program to determine rates of postsecondary success. Data was extracted from Georgia Department of Education (GADOE) website and other state-related agencies publicly available files. A chi-square test of independence was used to determine if there was a statistical association of postsecondary success between AASWLD traditional high school college-preparatory program completers and CTE program completers. A statistically significant association was found between attendance rate and school type (chi 2 = 31.862, df = 2, p < .05) with higher rates of attendance among CTE AASWLD. State data collection processes prevented a statistical test of association from being performed for all hypotheses. Alternatively, an analysis of available data was conducted and indicated graduation rates for CTE were higher for African-Americans and SWD when compared to traditional school and overall state graduation rates. Irrespective of school type African-American had lower graduation rates and received non-diploma credentials at higher rates across all races/ethnicities. Postsecondary outcomes of SPP Indicator 14 indicated that a year after graduation AASWLD had higher rates of being competitively employed and enrolled and/or participated in other postsecondary education/training at higher rates across all races/ethnicities. The findings indicate that participation and completion of CTE program of study may have greater potential for improving postsecondary outcomes for AASWLD than traditional high school program only. It is recommended that data collection processes should include additional disaggregation, as well as addressing a way to identify graduates as a CTE completer as part of SPP Indicator 14. CTE school programs may have the potential to improve the postsecondary outcomes of AASWLD and may be a more appropriate means in addressing some of the barrier related issues experienced by AASWLD.

ISBN: 9780355415780Subjects--Topical Terms:

516693
Special education.

Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?
LDR:03554nmm a2200337 4500 001 2156222
005 20180517123957.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355415780
035 $a (MiAaPQ)AAI10637744
035 $a (MiAaPQ)northcentral:12439
035 $a AAI10637744
040 $a MiAaPQ $c MiAaPQ
100 1 $a Walker, Tara D. $3 3343989
245 1 0 $a Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Barbara Butler.
502 $a Thesis (Ed.D.)--Northcentral University, 2017.
520 $a Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary outcomes than their counterparts. The purpose of this causal-comparative, quantitative study was to compare the postsecondary outcomes of AASWLD between their completion of a CTE and traditional high school program to determine rates of postsecondary success. Data was extracted from Georgia Department of Education (GADOE) website and other state-related agencies publicly available files. A chi-square test of independence was used to determine if there was a statistical association of postsecondary success between AASWLD traditional high school college-preparatory program completers and CTE program completers. A statistically significant association was found between attendance rate and school type (chi 2 = 31.862, df = 2, p < .05) with higher rates of attendance among CTE AASWLD. State data collection processes prevented a statistical test of association from being performed for all hypotheses. Alternatively, an analysis of available data was conducted and indicated graduation rates for CTE were higher for African-Americans and SWD when compared to traditional school and overall state graduation rates. Irrespective of school type African-American had lower graduation rates and received non-diploma credentials at higher rates across all races/ethnicities. Postsecondary outcomes of SPP Indicator 14 indicated that a year after graduation AASWLD had higher rates of being competitively employed and enrolled and/or participated in other postsecondary education/training at higher rates across all races/ethnicities. The findings indicate that participation and completion of CTE program of study may have greater potential for improving postsecondary outcomes for AASWLD than traditional high school program only. It is recommended that data collection processes should include additional disaggregation, as well as addressing a way to identify graduates as a CTE completer as part of SPP Indicator 14. CTE school programs may have the potential to improve the postsecondary outcomes of AASWLD and may be a more appropriate means in addressing some of the barrier related issues experienced by AASWLD.
590 $a School code: 1443.
650 4 $a Special education. $3 516693
650 4 $a Vocational education. $3 539232
650 4 $a African American studies. $3 2122686
650 4 $a Disability studies. $3 543687
650 4 $a Black studies. $3 2122689
690 $a 0529
690 $a 0747
690 $a 0296
690 $a 0201
690 $a 0325
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637744