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ERIC Number: ED502109
Record Type: Non-Journal
Publication Date: 2008-Jul
Pages: 408
Abstractor: ERIC
Reference Count: 60
ISBN: N/A
ISSN: N/A
Career and Technical Education in the United States: 1990 to 2005. Statistical Analysis Report. NCES 2008-035
Levesque, Karen; Laird, Jennifer; Hensley, Elisabeth; Choy, Susan P.; Cataldi, Emily Forrest; Hudson, Lisa
National Center for Education Statistics
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called "career and technical education" or CTE) in the United States during the period from 1990 through 2005. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. The report is organized into three main chapters addressing, where possible, the following key questions related to CTE at the secondary, postsecondary, and adult levels: (1) What institutions provide CTE? (2) What is offered? (3) Who participates and what courses and majors do they select? (4) Who teaches CTE? and (5) What are the outcomes associated with CTE participation, including academic attainment, postsecondary education, and employment and earnings? A summary chapter provides selected findings from the report, and compares key characteristics across the three education levels. Finally, Appendix A describes the datasets and statistical procedures used in the report, and Appendix B contains a glossary. (Contains 101 tables, 2 exhibits, and 4 figures.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/help/orderinfo.asp
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: High Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Location: United States
IES Funded: Yes
IES Cited: ED515839