ERIC Number: ED480005
Record Type: RIE
Publication Date: 2003-Jun
Reference Count: N/A
Trends in High School Vocational/Technical Coursetaking, 1982-1998. Statistical Analysis Report.
Levesque, Karen; Hudson, Lisa
This report analyzes vocational/technical (VT) course taking among public high school graduates between 1982-98. It focuses on trends in VT course taking, introductory technology and computer-related coursetaking, and how students combine VT and academic course taking. The report examined high school transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998. Findings indicated the average number of VT credits earned by graduates declined between 1982-90, with no subsequent statistically significant changes; program areas with declining course taking were materials production, business management, and mechanics and repair, and those with increasing course taking were computer technology and communications technology; students were less likely to concentrate in occupational education; differences were not significant in the percentage of 1982 and 1998 graduates taking work-based learning courses or the average number of credits earned; some evidence showed, in states that increased graduation requirements, students decreased VT course taking; 1998 graduates earned credits equivalent to about one full-year computer-related course; graduates increased the number and rigor of academic courses they took; and students became more likely to combine college preparatory and occupational coursework. The text and appendixes contain 113 tables and 67 figures, a glossary and technical notes and methodology. (YLB)
Descriptors: Academic Education, College Preparation, Cooperative Education, Course Selection (Students), Credits, Decision Making, Educational Trends, Enrollment Influences, High School Graduates, Information Technology, Longitudinal Studies, School Statistics, Secondary Education, Student Educational Objectives, Student Interests, Technology, Trend Analysis, Vocational Education, Work Experience Programs
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Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.