High School Dropout and the Role of Career and Technical Education: A Survival Analysis of Surviving High School

Author:

Plank Stephen B.1,DeLuca Stefanie2,Estacion Angela3

Affiliation:

1. Stephen B. Plank, Ph.D., is Assistant Professor, Department of Sociology, Johns Hopkins University. His main fields of interest are sociology of education, urban school reform, delinquency, and stratification. Dr. Plank is the codirector of the recently formed Baltimore Education Research Consortium, a partnership of the Baltimore City Public Schools, Johns Hopkins University, Morgan State University, and other partners. His current projects focus on solutions to the problem of high school dropouts,...

2. Stefanie DeLuca, Ph.D., is Assistant Professor, Department of Sociology, Johns Hopkins University. Her main fields of interest are sociology of education, urban sociology, residential mobility, and the transition to adulthood. Dr. DeLuca is engaged in research that involves sociological considerations of education and housing policy. Some of her research examines the transition to college and work for young adults. Other projects focus on the longitudinal effects of housing voucher experiments on...

3. Angela Estacion, MA, is a graduate student, Department of Sociology, Johns Hopkins University. Her main fields of interest are sociology of the family, sociology of education, and social stratification. Ms. Estacion is currently working on her dissertation, which investigates the relationship among young women's employment and educational trajectories, marriage and cohabitation decisions, and the economic contexts of labor and housing markets during the transition to adulthood.

Abstract

This article uses data from the National Longitudinal Survey of Youth 1997 to investigate high school dropout and its association with the high school curriculum. In particular, it examines how combinations of career and technical education (CTE) and core academic courses influence the likelihood of leaving school. Hazards models indicate a significant curvilinear association between the CTE-to-academic course-taking ratio and the risk of dropping out for youths who were aged 14 and younger when they entered the ninth grade (not old for grade). This finding suggests that a middle-range mix of exposure to CTE and an academic curriculum can strengthen a student's attachment to or motivation while in school. The same association was not found between course taking and the likelihood of dropping out for youths who were aged 15 or older when they entered high school, thus prompting further consideration of the situation of being old for grade in school settings that remain highly age graded in their organization.

Publisher

SAGE Publications

Subject

Sociology and Political Science,Education

Reference61 articles.

1. Agodini Roberto, Deke John, 2004. The Relationship Between High School Vocational Education and Dropping Out (report submitted to the U.S. Department of Education, Planning and Evaluation Service). Princeton, NJ: Mathematica Policy Research.

2. The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School

3. Allensworth Elaine. 2004. Ending Social Promotion: Dropout Rates in Chicago after Implementation of the Eighth-Grade Promotion Gate. Chicago: Consortium on Chicago School Research.

4. Allison Paul D. 1995. Survival Analysis Using the SAS System: A Practical Guide. Cary, NC: SAS Institute.

5. Invested Dollars or Diverted Dreams: The Effect of Resources on Vocational Students' Educational Outcomes

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