Inside the Black Box: Exploring the Value Added by Career and Technical Student Organizations to Students' High School Experience

In Alfeld et al. (2006), general classes had a higher and significant increase in career self-efficacy than CTE classes with CTSOs.

“However, general classes had a higher and significant increase in career self-efficacy.”

In Alfeld et al. (2006), students in CTE classes still aspire to earn bachelors' and masters' degrees.

“They further mentioned that despite the finding that students in CTE classes have less college aspirations than students in the general classes, they still aspire to earn bachelors' and masters' degrees.”

In Alfeld et al. (2006), students in CTE classes with CTSOs had significantly higher civic engagement initially than students in CTE classes.

“When comparing students in CTE classes and students in CTE classes with CTSOs, findings revealed that students in CTE classes with CTSOs had significantly higher academic motivation, academic engagement, civic engagement, and career selfefficacy initially.”

In Alfeld et al. (2006), students in CTE classes have less college aspirations than students in general classes.

“They further mentioned that despite the finding that students in CTE classes have less college aspirations than students in the general classes, they still aspire to earn bachelors' and masters' degrees.”

In Alfeld et al. (2006), students in CTE classes with CTSOs had significantly higher career self-efficacy initially than students in CTE classes.

“When comparing students in CTE classes and students in CTE classes with CTSOs, findings revealed that students in CTE classes with CTSOs had significantly higher academic motivation, academic engagement, civic engagement, and career selfefficacy initially.”

In Alfeld et al. (2006), students in CTE classes with CTSOs had significantly higher academic motivation initially than students in CTE classes.

“When comparing students in CTE classes and students in CTE classes with CTSOs, findings revealed that students in CTE classes with CTSOs had significantly higher academic motivation, academic engagement, civic engagement, and career selfefficacy initially.”

In Alfeld et al. (2006), students in CTE courses had higher increases over time than students in CTE classes with CTSOs.

“However, students in CTE courses had gained higher increases than students in CTE classes with CTSOs.”

In Alfeld et al. (2006), the amount of CTSO participation did not significantly impact any of the dependent variables.

“Additional findings concluded that the amount of CTSO participation did not significantly impact any of the dependent variables.”

In Alfeld et al. (2006), students in CTE classes with CTSOs had significantly higher academic engagement initially than students in CTE classes.

“When comparing students in CTE classes and students in CTE classes with CTSOs, findings revealed that students in CTE classes with CTSOs had significantly higher academic motivation, academic engagement, civic engagement, and career selfefficacy initially.”

In Alfeld et al. (2006), CTE classes with CTSOs initially had significantly higher career self-efficacy than general classes.

“When comparing CTE classes with CTSOs and general classes, findings indicated that CTE classes with CTSOs initially had significantly higher career self-efficacy.”