The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings

CTE concentrators often have higher wages than their college preparatory and general counterparts.

“Research by Rojewski (1997), Mane (1999), and Bishop and Mane (2004) has demonstrated that CTE concentrators often have higher wages than their college preparatory and general counterparts.”

• cites Rojewski (1997) sourceDisputed

  Table 5 (page not provided) shows a lower share of vocational-track students earning more than $6 per hour than students with no vocational participation, within both disadvantage groups. The paper does not provide the claimed college-preparatory-versus-general comparison; its reported wage comparison points in the opposite direction. (LLM, conf=0.81)

  Checked by a reasoning model — may be wrong.

  Experimental — accuracy not yet measured
• cites Mane (1999) sourceNot checked — no full text of the source
• cites Bishop and Mane (2004) sourceNot checked — no full text of the source

In Rojewski (1997), the CTE rate of participation for disadvantaged students was more than twice that of non-disadvantaged students.

“He found that the CTE rate of participation for disadvantaged students was more than twice that of non-disadvantaged students.”

• cites Rojewski (1997) sourcePartly supported

  The Results section says the percentage of disadvantaged youth enrolled in the vocational track was slightly more than double that of nondisadvantaged youth. The citing sentence omits that this comparison is specifically for vocational-track enrollment, not participation in CTE courses overall. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

In Rojewski (1997), many non-disadvantaged students worked in sales-related occupations.

“On the contrary, many of the non-disadvantaged students worked in sales-related occupations.”

• cites Rojewski (1997) sourceSupported

In Rojewski (1997), three-fourths of all students reported earning slightly above the minimum wage (which was $4.25 at the time).

“Three-fourths of all students reported earning slightly above the minimum wage (which was $4.25 at the time).”

• cites Rojewski (1997) sourcePartly supported

  The Wages passage says three-fourths of adolescents earned at or slightly above the minimum wage, which was $4.25 when the data were collected in 1992. The claim omits those earning exactly the minimum wage, so the source does not establish that three-fourths earned above it. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

In Rojewski (1997), CTE students had the lowest educational and occupational aspirations regardless of disadvantaged status.

“In regards to educational and occupational aspirations, CTE students had the lowest educational and occupational aspirations regardless of disadvantaged status.”

• cites Rojewski (1997) sourceSupported

In Rojewski (1997), students enrolled in a CTE program had higher employment rates regardless of disadvantaged status.

“Students that enrolled in a CTE program had higher employment rates regardless of disadvantaged status.”

• cites Rojewski (1997) sourceSupported

In Rojewski (1997), the more disadvantaged students were involved in CTE, the higher the likelihood of them receiving less than minimum wage.

“Unexpectedly, the more disadvantaged students were involved in CTE, the higher the likelihood of them receiving less than minimum wage.”

• cites Rojewski (1997) sourceSupported

In Rojewski (1997), CTE students were more likely to work in mechanical or general repair occupations.

“CTE students were more likely to work in mechanical or general repair occupations.”

• cites Rojewski (1997) sourceSupported

The college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelor's degrees.

“As expected, the college preparatory track outperformed all tracks in terms of degree attainment, particularly in earning bachelor's degrees.”

Blacks were much more likely to participate in the CTE track.

“In terms of participation rates, Blacks were much more likely to participate in the CTE track, Hispanics were more likely to participate in the general track, and non-Black/non-Hispanics were more likely to participate in the college preparatory track.”

The dual track was more likely to earn associate's degrees than the general track.

“More promising was the dual track that was iii more likely to earn associate's degrees than their general tracked counterparts.”

Hispanics were more likely to participate in the general track.

“In terms of participation rates, Blacks were much more likely to participate in the CTE track, Hispanics were more likely to participate in the general track, and non-Black/non-Hispanics were more likely to participate in the college preparatory track.”

CTE students were outperforming the general, dual, and college preparatory tracks in terms of occupational earnings.

“However, this study found that CTE students were indeed outperforming the general, dual, and college preparatory tracks in terms of occupational earnings.”

Non-Black/non-Hispanics were more likely to participate in the college preparatory track.

“In terms of participation rates, Blacks were much more likely to participate in the CTE track, Hispanics were more likely to participate in the general track, and non-Black/non-Hispanics were more likely to participate in the college preparatory track.”

The response rate for round 10 (2006) was slightly over 83%.

“the response rate for round 10 (the last round of data collection -2006) was slightly over 83%.”

The response rate for the 1997 NLSY dataset during round one was slightly over 93%.

“The response rate for the 1997 NLSY dataset during round one was slightly over 93%”

Blacks were less likely to earn an associate's degree than non-Blacks/non-Hispanics, odds ratio = .517, p = .008.

“In comparison to non-Blacks/non-Hispanics, Blacks were less likely to earn an associate's degree, odds ratio = .517,p = .008.”

Individuals in the college preparatory track were more likely to earn an associate's degree than those in the general track, odds ratio = 5.076, p < .001.

“In comparison to those individuals that participated in the general track, those individuals in the college preparatory track were more likely to earn associate's degrees, odds ratio = 5.076, p < .001.”

The multinomial logistic regression model including gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, and household income was statistically significant (p < .001).

“In addition, the model was statistically significant (p < .001).”

The multinomial logistic regression model adequately fit the data (goodness-of-fit p > .05).

“By examining the goodness-of-fit table, p > .05,this warranted the conclusion that the model adequately fit the data.”

Individuals with mothers with a college education were more likely to participate in a college preparatory track (odds ratio = 1.377, p = .014).

“Those individuals that had mothers with a college education were more likely to participate in a college preparatory track, odds ratio = 1.377, p = .014.”

Individuals with fathers with a college education were less likely to participate in a CTE track (odds ratio = .583, p = .029).

“Last, those individuals with fathers with a college education were less likely to participate in a CTE track, odds ratio = .583,p = .029.”

Hispanic individuals were less likely to participate in the dual track than non-Black/non-Hispanic individuals, odds ratio = .607, p = .040.

“Those individuals identifying as Hispanic were less likely to participate in a dual track, odds ratio = .607,p = .040,in comparison to their non-Black/non-Hispanic counterparts.”

Females were more likely to earn an associate's degree than males, odds ratio = 1.852, p = .001.

“In comparison to males, females were more likely to earn an associate's degree, odds ratio = 1.852, p = .001.”

Individuals whose fathers had a college education were more likely to earn a high school diploma than those whose fathers did not have a college education, odds ratio = 2.538, p < .001.

“In comparison to those individuals whose fathers did not have a college education, those individuals that had fathers with a college education were more likely to earn a high school diploma, odds ratio = 2.538, p < .001.”

Approximately 31% of the variance in degree attainment was explained by gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, and high school curriculum tracks, as indicated by the Nagelkerke pseudo R-square.

“By assessing the pseudo R-square indicators, particularly the Nagelkerke statistic, the proportion of variance explained of degree attainment by gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, and high school curriculum tracks was approximately 31%.”

Individuals whose mothers had a college education were more likely to earn an associate's degree than those whose mothers did not have a college education, odds ratio = 2.525, p = .002.

“In comparison to those individuals that had mothers without a college education, those individuals that had mothers with a college education were more likely to earn associate's degrees, odds ratio = 2.525, p = .002.”

Individuals in the dual track were more likely to earn a high school diploma than those in the general track, odds ratio = 2.667, p = .004.

“Last, in comparison to those individuals participating in the general track, those individuals in the dual track were more likely to earn a high school diploma, odds ratio = 2.667, p = .004.”

Females were more likely to earn a high school diploma than males, odds ratio = 1.441, p = .008.

“In comparison to males, females were more likely to earn a high school diploma, odds ratio = 1.441, p = .008.”

Individuals whose mothers had a high school education were more likely to earn a GED than those whose mothers did not have a high school education, odds ratio = 1.745, p = .010.

“Results of this research study suggested that for those individuals whose mothers did have a high school education were more likely to earn a GED, odds ratio = 1.745, p = .010,in comparison to those individuals whose mothers did not earn a high school education.”

Individuals with fathers with a college education were more likely to participate in a college preparatory track (odds ratio = 1.715, p < .001).

“Those individuals that had fathers with a college education were more likely to participate in a college preparatory track, odds ratio = 1.715, p < .001.”

Individuals whose fathers had a college education were more likely to earn an associate's degree than those whose fathers did not have a high school education, odds ratio = 3.367, p < .001.

“In comparison to those individuals that had fathers without a high school education, those individuals that had fathers with a college education were more likely to earn associate's degrees, odds ratio = 3.367, p < .001.”

Individuals whose fathers had a high school education were more likely to earn an associate's degree than those whose fathers did not have a high school education, odds ratio = 2.597, p < .001.

“In comparison to those individuals that had fathers without a high school education, those individuals that had fathers with a high school education were more likely to earn associate's degrees, odds ratio = 2.597, p < .001.”

Individuals with fathers with a high school education were more likely to participate in a college preparatory track (odds ratio = 1.462, p = .002).

“Those individuals that had fathers with a high school education were more likely to participate in a college preparatory track, odds ratio = 1.462, p = .002.”

Non-Black/non-Hispanic individuals were more likely to earn a high school diploma than Hispanic individuals, odds ratio = 1.650, p = .007.

“In comparison to those individuals of the Hispanic race, those individuals of the non-Black/non-Hispanic race were more likely to earn a high school diploma, odds ratio = 1.650, p = .007.”

Individuals in the dual track were more likely to earn an associate's degree than those in the general track, odds ratio = 5.208, p < .001.

“that participated in the general track, those individuals in the dual track were more likely to earn associate's degrees, odds ratio = 5.208, p < .001.”

Individuals whose mothers had a college education were more likely to earn a high school diploma than those whose mothers did not have a college education, odds ratio = 2.976, p < .001.

“In comparison to those individuals whose mothers did not have a college education, those individuals that had mothers with a college education were more likely to earn a high school diploma, odds ratio = 2.976, p < .001.”

Females were more likely than males to participate in the college preparatory track (odds ratio = 1.531, p < .001).

“Results of this research study suggested that in comparison to males, females were more likely to participate in the college preparatory track, odds ratio = 1.531, p < .001.”

Each predictor variable significantly contributed to the multinomial logistic regression model, except individuals with mothers with or without a high school education.

“The likelihood ratio test table indicated that each predictor variable significantly contributed to the model, with the exception of the following variable: individuals with mothers with or without a high school education.”

Black individuals were more likely to participate in the dual track than non-Black/non-Hispanic individuals, odds ratio = 1.661, p = .003.

“Those individuals that belong to the Black race, in comparison with their non-Black/non-Hispanic counterparts, were more likely to participate in the dual track, odds ratio = 1.661, p = .003.”

Gender, mothers' and fathers' highest grades completed, Hispanic race, and participation in college preparatory and dual tracks were statistically significant predictors of earning a high school diploma.

“Statistically significant predictors for high school diploma included gender, mothers' and fathers' highest grades completed, those individuals of the Hispanic race, and those individuals that participated in college preparatory and dual tracks.”

Gender, identifying as Black, mothers' and fathers' highest grades completed, and participation in the college preparatory track were statistically significant predictors of earning a bachelor's degree.

“Statistically significant predictors for bachelor's degree included gender, those individuals that belonged to the Black race, mothers' and fathers' highest grades completed, and those individuals belonging to the college preparatory track.”

Females were less likely to participate in the dual track than males, odds ratio = .711, p = .023.

“Results of this research study suggested that, in comparison to males, females were less likely to participate in the dual track, odds ratio = .711,p = .023.”

Individuals whose mothers had a high school education were more likely to earn a high school diploma than those whose mothers did not have a high school education, odds ratio = 2.083, p < .001.

“In comparison to those individuals whose mothers did not have a high school education, those individuals that had mothers with a high school education were more likely to have earned a high school diploma, odds ratio = 2.083, p < .001.”

The multinomial logistic regression model including gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, and household income provided adequate predictions compared to the intercept-only null model (-2 log likelihood = 6.545E3 vs 6.830E3).

“By examining the model fitting information table, the model that included the predictors, namely: gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, and household income provided adequate predictions (-2 log likelihood = 6.545E3) compared to the intercept only (null model; -2 log likelihood = 6.830E3).”

Individuals in the college preparatory track were more likely to earn a high school diploma than those in the general track, odds ratio = 3.425, p < .001.

“In comparison to those individuals participating in the general track, those individuals in the college preparatory track were more likely to earn a high school diploma, odds ratio = 3.425, p < .001.”

Individuals whose mothers had a high school education were more likely to earn an associate's degree than those whose mothers did not have a high school education, odds ratio = 1.984, p = .008.

“In comparison to those individuals that had mothers without a high school education, those individuals with mothers with a high school education were more likely to earn associate's degrees, odds ratio = 1.984, p = .008.”

The proportion of variance in high school curriculum tracks explained by gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, and household income was 86% according to the Nagelkerke pseudo R2 statistic.

“By assessing the pseudo R 2 indicators, particularly the Nagelkerke statistic, the proportion of variance explained of high school curriculum tracks by gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, and household income was 86%.”

Gender, identifying as Black, mothers' and fathers' highest grades completed, participation in college preparatory and dual tracks, and household income were statistically significant predictors of earning an associate's degree.

“Statistically significant predictors for associate's degree included gender, those individuals identifying as Black, mothers' and fathers' highest grades completed, those individuals in the college preparatory and dual tracks, and household income.”

Individuals whose mothers had a college education were more likely to earn a GED than those whose mothers did not have a college education, odds ratio = 2.326, p = .001.

“Similarly, those individuals whose mothers did have a college education were more likely to earn a GED, odds ratio = 2.326, p = .001,in comparison to those individuals whose mothers did not earn a college education.”

Individuals identifying as Hispanic were less likely to participate in a CTE track (odds ratio = .600, p = .034) in comparison with non-Black/non-Hispanic individuals.

“In comparison with non-Black/non-Hispanic individuals, those individuals indentifying as Hispanic were less likely to participate in a CTE track, odds ratio = .600,p = .034.”

Individuals whose fathers had a high school education were more likely to earn a high school diploma than those whose fathers did not have a high school education, odds ratio = 2.342, p < .001.

“In comparison to those individuals whose fathers did not have a high school education, those individuals that had fathers with a high school education were more likely to have earned a high school diploma, odds ratio = 2.342, p < .001.”

Individuals identifying as Black were more likely to participate in a CTE track (odds ratio = 1.675, p = .004) in comparison to non-Black/non-Hispanic individuals.

“Results of this research study suggested that those individuals identifying as Black were more likely to participate in a CTE track, odds ratio = 1.675, p = .004,in comparison to non-Black/non-Hispanic individuals.”

This study found that high school curriculum tracking was significantly related to occupational earnings.

“this study found that high school curriculum tracking was significantly related to occupational earnings.”

Individuals in the college preparatory track were more likely to earn a graduate degree than those in the general track, odds ratio = 11.765, p < .001.

“In comparison to those that participated in the general track, those individuals that participated in the college preparatory track were more likely to earn a graduate degree, odds ratio = 11.765,p < .001.”

Individuals with graduate degrees benefit from the largest increase in occupational earnings compared to students without high school diplomas.

“Those individuals with graduate degrees benefit from the largest increase in occupational earnings in comparison to students without high school diplomas.”

Individuals whose mothers had a high school education were more likely to earn a bachelor's degree than those whose mothers did not have a high school education, odds ratio = 2.577, p < .001.

“In comparison to those individuals with mothers that did not have a high school education, those individuals that had mothers with a high school education were more likely to earn a bachelor's degree, odds ratio = 2.577, p < .001.”

Participants in the college preparatory track were more likely than general track counterparts to earn associate's, bachelor's, and graduate degrees.

“Participants that were in the college preparatory track were more likely than their general track counterparts to earn associate's, bachelor's, and graduate degrees.”

The odds of earning a graduate degree compared to not earning a high school diploma are about the same (1:1) regardless of household income, odds ratio = 1.000, p < .001.

“Lastly, the odds of earning a graduate degree compared to not earning a high school diploma are about the same (1:1) regardless of household income, odds ratio = 1.000, p < .001.”

Those in the dual track were more likely to earn associate's and graduate degrees.

“Those in the dual track were more likely to earn associate's and graduate degrees.”

Bachelor's degree holders were expected to have higher earnings by $5,659 than those without a high school diploma, holding other variables constant.

“For those individuals that earned a bachelor's degree, they are expected to have higher earnings by $5,659 than those individuals that did not earn a high school diploma, when all other independent variables are held constant.”

CTE track students were less likely to earn degrees than general track students.

“in terms of degree attainment, the CTE track was less likely to earn degrees than their general track counterparts.”

Graduate degree holders were expected to have higher earnings by $12,904 compared to those without a high school diploma, holding other variables constant.

“Last, for those individuals that earned a graduate degree, they are expected to have higher earnings by $12,904 in comparison to those that did not earn a high school diploma.”

Earning a bachelor's degree was the most important variable in the model related to occupational earnings.

“Further, this study found that earning a bachelor's degree was the most important variable in the model related to occupational earnings.”

The odds of earning a bachelor's degree compared to not earning a high school diploma are about the same (1:1) regardless of household income, odds ratio = 1.000, p < .001.

“the odds of earning a bachelor's degree in comparison to not earning a high school diploma are about the same (1:1) regardless of household income, odds ratio = 1.000, p < .001.”

In occupational earnings, 8% of the variance was explained by gender, race/ethnicity, SES indicators, degree attainment, and high school curriculum tracks, leaving 92% unexplained.

“Only eight percent of the variance was explained in occupational earnings by gender, race/ethnicity, SES indicators, degree attainment, and high school curriculum tracks.Thereby, 92% of the variance was unexplained.”

College preparatory track participants were expected to have higher earnings by $1,386 relative to the general track, holding other variables constant.

“Further, those individuals that participated in the college preparatory track were expected to have higher earnings by $1,386 (relative to the general track), when all other independent variables were held constant.”

• Also stated in: § Occupational Earnings · plain

  “However, in relation to the general track, those in the college preparatory track were only expected to have higher earnings by $1,386.”

The full regression model predicting occupational earnings was statistically significant.

“Therefore, the decision in this case was to reject the null hypothesis, the full model was statistically significant.”

Individuals whose fathers had a high school education were more likely to earn a bachelor's degree than those whose fathers did not have a high school education, odds ratio = 4.405, p < .001.

“In comparison to those individuals with fathers that did not have a high school education, those individuals that had fathers with a high school education were more likely to earn a bachelor's degree, odds ratio = 4.405, p < .001.”

Dual track students have higher probabilities of earning associate's and graduate degrees than general track students.

“dual track students do have higher probabilities of earning associate's and graduate degrees, in comparison to their general track counterparts.”

Dual track participants were expected to have higher earnings by $2,754 relative to the general track, holding other variables constant.

“Last, those in the dual track are expected to have higher earnings by $2,754 (relative to the general track), when all other independent variables are held constant.”

• Also stated in: § Occupational Earnings · plain

  “Further, those in the dual track were expected to have higher earnings by $2,754, in comparison to those in the general track.”

Females were more likely to earn a bachelor's degree than males, odds ratio = 2.618, p < .001.

“In comparison to males, females were more likely to earn a bachelor's degree, odds ratio = 2.618, p < .001.”

CTE track participants were expected to have higher earnings by $3,279 than general track counterparts, holding other variables constant.

“Those in the CTE track were expected to have higher earnings by $3,279 than their general track counterparts, when all other independent variables are held constant.”

• Also stated in: § Occupational Earnings · plain

  “In fact, students from the CTE track were expected to have higher earnings than their general track counterparts by $3,279.”

As individuals increase their degree attainment, the higher their earnings tended to be.

“Another finding of this study was that as individuals increase their degree attainment, the higher their earnings tended to be.”

Hispanics participated in CTE at lower rates than non-Black/non-Hispanic counterparts.

“Despite the finding that Hispanics participated in CTE at lower rates than their non-Black/non-Hispanic counterparts, Blacks were found to participate in CTE at much higher rates than their non-Black/non-Hispanic counterparts.”

Females were more likely to earn a graduate degree than males, odds ratio = 4.808, p = .001.

“In comparison to males, females were more likely to earn a graduate degree, odds ratio = 4.808, p = .001.”

It was found that Hispanic students had high participation rates in the general track (69.2%).

“In addition, it was found that Hispanic students had high participation rates in the general track (69.2%).”

Individuals whose fathers had a college education were more likely to earn a bachelor's degree than those whose fathers did not have a college education, odds ratio = 9.804, p < .001.

“In comparison to those individuals with fathers that did not have a college education, those individuals that had fathers with a college education were more likely to earn a bachelor's degree, odds ratio = 9.804, p < .001.”

CTE track students have higher occupational earnings than general track students.

“This research study indicated that CTE students do have higher earnings than their general track counterparts”

For a one-unit increase in household income, there was an expected increase in occupational earnings of 25 cents, holding other variables constant.

“In addition, for a one-unit increase in household income, there was an expected increase in occupational earnings of 25 cents, when all other independent variables are held constant.”

Associate's degree holders were expected to have higher earnings by $6,857 compared to those without a high school diploma, holding other variables constant.

“In terms of degree attainment, for those individuals that earned an associate's degree, they were expected to have higher earnings by $6,857 in comparison to those individuals who did not earn a high school diploma, when all other independent variables are held constant.”

Individuals identifying as Black were expected to have lower earnings by $2,862 than non-Black/non-Hispanic counterparts, holding other variables constant.

“Those individuals identifying as Black were expected to have lower earnings by $2,862 than their non-Black/non-Hispanic counterparts, when all other independent variables are held constant.”

Parents' educational levels are positively related to their children's degree attainment.

“This study also demonstrated that parents' educational levels are positively related to their children's degree attainment.”

Individuals whose mothers had a college education were more likely to earn a bachelor's degree than those whose mothers did not have a college education, odds ratio = 5.814, p < .001.

“In comparison to those individuals with mothers that did not have a college education, those individuals that had mothers with a college education were more likely to earn a bachelor's degree, odds ratio = 5.814, p < .001.”

Blacks participated in CTE at much higher rates than non-Black/non-Hispanic counterparts.

“Despite the finding that Hispanics participated in CTE at lower rates than their non-Black/non-Hispanic counterparts, Blacks were found to participate in CTE at much higher rates than their non-Black/non-Hispanic counterparts.”

Blacks were less likely to earn a bachelor's degree than non-Blacks/non-Hispanics, odds ratio = .525, p = .002.

“In comparison to non-Blacks/non-Hispanics, Blacks were less likely to earn a bachelor's degree, odds ratio = .525,p = .002.”

Individuals whose mothers had a college education were more likely to earn a graduate degree than those whose mothers did not have a college education, odds ratio = 6.803, p = .025.

“In comparison to those individuals that had mothers without a college education, those individuals that had mothers with a college education were more likely to earn a graduate degree, odds ratio = 6.803, p = .025.”

Very few participants (n = 27) actually earned a graduate degree.

“It is important to note that very few participants (n = 27) actually earned a graduate degree.”

Individuals in the college preparatory track were more likely to earn a bachelor's degree than those in the general track, odds ratio = 9.901, p < .001.

“In comparison to those individuals that participated in the general track, those individuals that participated in the college preparatory track were more likely to earn a bachelor's degree, odds ratio = 9.901, p < .001.”

Females were expected to have lower earnings by $6,029 than males, holding other variables constant.

“By examining the partial regression coefficients for the significant predictor variables, females were expected to have lower earnings by $6,029 than their male counterparts, when all other independent variables were held constant.”

• Also stated in: § Occupational Earnings · plain

  “Last, it was found that females earn less than males in terms of occupational earnings.”

Individuals in the dual track were more likely to earn a graduate degree than those in the general track, odds ratio = 10.753, p = .002.

“In comparison to those that participated in the general track, those individuals that participated in the dual track were more likely to earn a graduate degree, odds ratio = 10.753,p = .002.”

The proportion of variance in occupational earnings explained by the linear regression of gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, degree attainment, and high school curriculum tracks is .08.

“The proportion of variance in occupational earnings explained by the linear regression of gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, degree attainment, and high school curriculum tracks is .08.”

Those in the dual track are 2.7 times more likely to earn a high school diploma, in comparison to the general track.

“Further, those in the dual track are 2.7 times more likely to earn a high school diploma, in comparison to the general track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Those in the college preparatory track are 11.8 times as likely to earn a graduate degree than those in the general track.

“Those in the college preparatory track are 11.8 times as likely to earn a graduate degree than those in the general track.”

The simultaneous multiple regression model of occupational earnings from the predictor variables was significant (R2 = .082; F(13, 2646) = 17.10, p < .001).

“Thus, the simultaneous multiple regression model produced a significant model (R 2 =.082; F (13, 2646) =17.10, p<.001) of occupational earnings from the predictor variables, at an alpha level of .05.”

Non-Blacks/non-Hispanics are 1.9 times as likely to earn a bachelor's degree than Blacks.

“Non-Blacks/non-Hispanics are 1.9 times as likely to earn a bachelor's degree than Blacks.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Gender was the most important variable in comparison to all other variables in the model.

“In fact, gender was the most important variable in comparison to all other variables in the model.”

The 2005 average earned income for the general high school curriculum track was $20,907.29 (SD = 14,698.19).

“General $20,907.29 14,698.19”

Blacks were 1.7 times more likely to participate in the CTE track than non-Black/non-Hispanic individuals.

“In the case of the CTE track, Blacks were 1.7 times more likely to participate than non-Black/non-Hispanic individuals; while, non-Black/non-Hispanics were 1.7 times more likely to participate than Hispanics.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Individuals with higher household incomes were more likely to participate in the college preparatory track.

“In terms of SES indicators, those individuals that had higher household incomes and had mothers and fathers with college educations were more likely to participate in the college preparatory track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Males were 1.4 times more likely to participate in the dual track.

“In terms of the dual track, males were 1.4 times more likely to participate.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Individuals whose mothers had college educations were more likely to participate in the college preparatory track.

“In terms of SES indicators, those individuals that had higher household incomes and had mothers and fathers with college educations were more likely to participate in the college preparatory track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Non-Blacks/non-Hispanics were 1.6 times more likely to participate in the dual track in comparison to Hispanics.

“Non-Blacks/non-Hispanics were 1.6 times more likely to participate in the dual track in comparison to Hispanics.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Those in the college preparatory track are 9.8 times as likely to earn a bachelor's degree than their general track counterparts.

“Those in the college preparatory track are 9.8 times as likely to earn a bachelor's degree than their general track counterparts.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

The 2005 average earned income for the dual high school curriculum track was $22,652.92 (SD = 14,916.68).

“Dual $22,652.9214,916.68”

Blacks were 1.7 times more likely to participate in the dual track.

“Blacks were 1.7 times more likely to participate in the dual track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Females were 1.5 times more likely to participate in the college preparatory track.

“Based on a random sample of former high school students, females were 1.5 times more likely to participate in the college preparatory track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Females are 2.6 times as likely to earn a bachelor's degree than males.

“In terms of bachelor's degrees, females are 2.6 times as likely to earn a bachelor's degree than males.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Eight percent of the variance in occupational earnings was explained by gender, race/ethnicity, SES indicators, degree attainment, and high school curriculum tracks.

“eight percent of the variance in their occupational earnings was explained by their gender, race/ethnicity, SES indicators, degree attainment, and high school curriculum tracks.”

The general track contributes the least, compared to other tracks, to positive student outcomes such as degree attainment and occupational earnings.

“Results of this study illustrated that the general track contributes the least, in comparison to the other tracks, in regards to positive student outcomes such as degree attainment and occupational earnings.”

Females are 1.4 times as likely to earn a high school diploma than males.

“Based on a random sample of former high school students, females are 1.4 times as likely to earn a high school diploma than males.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Black high school students have lower earnings than their non-Black/non-Hispanic counterparts by $2,862.

“In terms of race/ethnicity, Black high school students have lower earnings than their non-Black/non-Hispanic counterparts by $2,862.”

Individuals participating in the college preparatory track are 3.4 times as likely to earn a high school diploma than those in the general track.

“In terms of high school curriculum tracks, individuals participating in the college preparatory track are 3.4 times as likely to earn a high school diploma than those in the general track.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Females are 4.8 times more likely to earn a graduate degree.

“In terms of graduate degrees, females are 4.8 times more likely to earn a graduate degree.”

The 2005 average earned income for the CTE high school curriculum track was $22,731.67 (SD = 16,834.55).

“CTE $22,731.67 16,834.55”

Hispanics were less likely to participate in the dual track.

“while Hispanics were less likely to participate.”

A weak relationship of approximately .29 (R = .29) existed between occupational earnings and gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, degree attainment, and high school curriculum tracks.

“A weak relationship of approximately .29 (R = .29)existed between occupational earnings and gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, degree attainment, and high school curriculum tracks.”

Blacks were found to have high probabilities of participating in the dual track.

“Similarly, Blacks were found to have high probabilities of participating in the dual track”

A proportion of the variance in occupational earnings was explained by the linear combination of gender, race/ethnicity, SES, and high school curriculum track.

“As a result of the multiple regression analysis, a proportion of the variance of the dependent variable (occupational earnings) were explained by the linear combination of independent variables (gender, race/ethnicity, SES, and curriculum track -the variate).”

Those in the dual track are 10.8 times as likely to earn a graduate degree than those in the general track.

“Those in the dual track are 10.8 times as likely to earn a graduate degree than those in the general track.”

• Also stated in: § Additional information · plain

  “the dual track was also associated with a higher likelihood of an individual earning a graduate degree, in comparison with their general track counterparts.”

The 2005 average earned income for the college preparatory high school curriculum track was $22,183.33 (SD = 15,270.20).

“College Preparatory $22,183.33 15,270.20”

Individuals participating in CTE tracks had lower probabilities of degree attainment compared to college preparatory and dual tracked students.

“Further, findings from this research study indicated that those individuals participating in the CTE tracks had lower probabilities of degree attainment, particularly compared to college preparatory and dual tracked students.”

Male high school students have significantly higher occupational earnings than their female counterparts by $6,029.

“In terms of gender, male high school students have significantly higher occupational earnings than their female counterparts by $6,029.”

Non-Black/non-Hispanics were 1.7 times more likely to participate in the CTE track than Hispanics.

“In the case of the CTE track, Blacks were 1.7 times more likely to participate than non-Black/non-Hispanic individuals; while, non-Black/non-Hispanics were 1.7 times more likely to participate than Hispanics.”

• AssumptionThe authors state this as an assumption: Relevant variables were not omitted from the multinomial logistic regression analysis.

Little is known about the effects of integrated CTE and academic curricula on student achievement or long-term student outcomes.

“Despite efforts at integrating academic and CTE courses, little is known of its effects on student achievement or long-term student outcomes (Castellano et al., 2003;DeLuca, Plank, & Estacion, 2006;Hudson & Hurst, 1999).”

• cites Castellano et al., 2003 sourceNot checked — no full text of the source
• cites DeLuca, Plank, & Estacion, 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Hudson & Hurst, 1999Not checked — no full text of the source

The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees.

“Findings of this research study indicated that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its objectives in terms of CTE students earning postsecondary degrees.”

It is not certain that all participants responded accurately to the question about their high school curriculum track.

“As a result, it is not certain that all participants responded accurately to this question.”

Current educational legislation and comprehensive school reform (CSR) efforts are attempting to re-structure entire schools to promote an increasingly integrated system of CTE and traditional academic education.

“However, current educational legislation and comprehensive school reform (CSR) efforts are attempting to re-structure entire schools to promote an increasingly integrated system of CTE and traditional academic education (Castellano et al., 2003;DeLuca et al., 2006;Gordon, 2008;Hudson & Hurst, 1999;Scott & Sarkees-Wircenski, 2008).”

• cites Castellano et al., 2003 sourceNot checked — no full text of the source
• cites DeLuca et al., 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Gordon, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The more education an individual obtains, the higher the likelihood that individual will earn more in the long-term.

“Thus, the more education an individual obtains, the higher the likelihood that individual will earn more in the long-term.”

Little research has been rendered examining CTE's impact on students' educational outcomes.

“Despite this recent phenomenon, little research has been rendered examining CTE's impact on students' educational outcomes (Kulik, 1998).”

• cites Kulik, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Results of this study may be generalized to former students across the nation that graduated from 1997 to 2006 in the following high school curriculum tracks: general, college preparatory, CTE, and dual.

“Hence, results of this study may be generalized to former students across the nation that graduated from 1997 to 2006 in the following high school curriculum tracks: general, college preparatory, CTE, and dual.”

Those with a bachelor's degree earned substantially higher earnings (approximately 67% higher for females and 37% higher for males) than their non-degreed counterparts.

“Second, they also found that those with a bachelor's degree earned substantially higher (approximately 67% higher for females and 37% higher for males) earnings than their non-degreed counterparts.”

• cites Liming & Wolf, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

1992 high school graduates who participated in CTE and college preparatory courses were almost as likely to enroll in college compared to their college preparatory counterparts.

“and were almost as likely to enroll compared to their college preparatory counterparts.”

• cites Hudson and Hurst (1999)Not checked — no full text of the source

Individuals with some postsecondary education without actually earning a degree had higher economic earnings than those with no postsecondary education experience.

“Third, they found that even those individuals with some postsecondary education (without actually earning a degree) had higher economic earnings than those with no postsecondary education experience.”

• cites Liming & Wolf, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

CTE concentrators still enroll in postsecondary education at a much lower rate than other students.

“However, these students still enroll in postsecondary education at a much lower rate than other students.”

• cites Silverberg et al., 2004Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Kulik (1998) estimated that only 20% of CTE students decide to further their education subsequent to earning their high school diplomas.

“however, only 20% of CTE students decide to further their education subsequent to earning their high school diplomas.”

• cites Kulik, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Legutko (2008) found an 11% statistically significant increase between 1995 and 2005 in high school seniors' decisions to enroll in postsecondary education (54% in 1995 and 65% in 2005).

“They found an 11% statistically significant increase between the 1995 and 2005 groups in regard to students' decisions to enroll in postsecondary education (54% in 1995 and 65% in 2005).”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Legutko (2008) found that the influence of siblings' education on postsecondary education plans was not statistically significant.

“However, the influence of siblings' education was not statistically significant.”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Race, gender, ethnicity, and SES are strong influencers of CTE concentration.

“while, race, gender, ethnicity, and SES are strong influencers of CTE concentration.”

• cites Stone and Aliaga (2005) sourceNot checked — no full text of the source

Legutko (2008) found that students who perceived themselves as lower-middle class and had plans to pursue postsecondary education showed a statistically significant increase of 21% between 1995 and 2005 (55% to 76%).

“In addition, those students whom perceived that they were lower-middle class that had plans to pursue postsecondary education showed a statistically significant increase by 21% (55% in 1995 and 76% in 2005).”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Legutko (2008) found that students whose parents did not pursue college and who were undecided or did not plan to attend college had a statistically significant decrease of 23% between 1995 and 2005 (35% to 12%).

“Further, those students that did not have parents that pursued college and were undecided or did not plan to attend college had a statistically significant decrease by 23% (35% in 1995 to 12% in 2005).”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Legutko (2008) found that students deciding to enroll in postsecondary education whose parents did not attend college had a statistically significant increase of 28% between 1995 and 2005 (38% to 66%).

“The researchers also found that students deciding to enroll in postsecondary education whose parents did not attend college had a statistically significant increase by 28% (38% in 1995 to 66% in 2005).”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Legutko (2008) found that students who perceived themselves as lower-middle class and did not have plans to attend college or were undecided had a statistically significant decrease of 18% between 1995 and 2005 (25% to 7%).

“Those students whom perceived that they were lower-middle class and did not have plans to attend college or were undecided had a statistically significant decrease by 18% (25% in 1995 and 7%).”

• cites Legutko, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Parents' education level had a statistically significant negative relationship with a student being a CTE concentrator.

“Parents' education level had a statistically significant negative relationship with a student being a CTE concentrator.”

• cites Stone and Aliaga (2005) sourceNot checked — no full text of the source

CTE students are much more likely to earn an associate's degree or complete a certificate program than a bachelor's degree.

“Nevertheless, CTE students are much more likely to earn an associate's degree or complete a certificate program than a bachelor's degree.”

• cites Silverberg et al., 2004Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Kulik (1998) estimated that 75% of college-preparatory students continue on to pursue postsecondary educational opportunities.

“Kulik (1998) estimated that 75% of college-preparatory students do indeed continue on to pursue postsecondary educational opportunities;”

• cites Kulik, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The pathways of CTE concentrators and college-preparatory concentrators are markedly different.

“The pathways of CTE concentrators and college-preparatory concentrators are markedly different (Kulik, 1998).”

• cites Kulik, 1998Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

CTE concentrators had a tremendously lower (71%) likelihood of completing high school in comparison with academic concentrators.

“and had a tremendously lower (71%) likelihood of completing high school in comparison with academic concentrators.”

• cites Stone and Aliaga (2005) sourceNot checked — no full text of the source

Hossler and Stage (1992) found that parents' educational levels and gender contributed significantly and positively to the dependent variables (parents' expectations, G.P.A., students' activities in high school, and students' aspirations).

“They found that parents' educational levels and gender contributed significantly and positively to the dependent variables.”

• cites Hossler & Stage, 1992 sourceNot checked — no full text of the source

CTE concentrators had the lowest college aspirations.

“However, CTE concentrators had the lowest college aspirations”

• cites Stone and Aliaga (2005) sourceNot checked — no full text of the source

CTE concentrators completed high school at a higher rate than general education concentrators.

“CTE concentrators completed high school at a higher rate than general education concentrators.”

• cites Stone and Aliaga (2005) sourceNot checked — no full text of the source

Students' high school grade point average (GPA) and mother's or female guardians' influence only explained eight percent of the variance in their decisions to enroll in postsecondary education.

“Students' high school grade point average (GPA) and mother's or female guardians' influence only explained eight percent of the variance in their decisions' to enroll in postsecondary education.”

• cites Esters (2007) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

In Harnish and Lynch (2005), increasing earning potential was a major incentive for high school students to participate in dual enrollment courses.

“By analyzing focus group interviews of 43 high school students from six different schools, the researchers found two major incentives for participating in dual enrollment courses; these incentives included gaining college credit and increasing their earning potential.”

• cites Harnish and Lynch (2005) sourceNot checked — no full text of the source

None of the respondents had earned a doctoral degree.

“None of the respondents had earned a doctoral degree.”

• cites Esters (2007) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

Respondents reported that their mothers or female guardians had the most impact (M=4.07) on their decisions to pursue a postsecondary degree.

“respondents reported that their mothers or female guardians had the most impact (M=4.07) on their decisions to pursue a postsecondary degree.”

• cites Esters (2007) sourceNot checked — no full text of the source

In Harnish and Lynch (2005), gaining college credit was a major incentive for high school students to participate in dual enrollment courses.

“By analyzing focus group interviews of 43 high school students from six different schools, the researchers found two major incentives for participating in dual enrollment courses; these incentives included gaining college credit and increasing their earning potential.”

• cites Harnish and Lynch (2005) sourceNot checked — no full text of the source

The second highest influence on respondents' decisions to pursue a postsecondary degree came from their fathers (M = 3.64).

“The second highest influence came from their fathers (M = 3.64).”

• cites Esters (2007) sourceNot checked — no full text of the source

Respondents indicated that their interest in agriculture was the most significant factor in deciding to enroll in postsecondary education.

“respondents indicated that their interest in agriculture was the most significant factor in deciding to enroll in postsecondary education.”

• cites Esters (2007) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

In Harnish and Lynch (2005), the admission test was identified as a barrier inhibiting enrollment in dual credit classes.

“A barrier identified as inhibiting enrollment in dual credit classes was the admission test.”

• cites Harnish and Lynch (2005) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

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.”

• cites Alfeld et al. (2006) sourceNot checked — no full text of the source

In Harnish and Lynch (2005), high school students reported that friends were the most significant factor influencing their decisions to enroll in dual credit courses.

“The high school students reported that friends were the most significant factor influencing their decisions to enroll in dual credit courses.”

• cites Harnish and Lynch (2005) sourceNot checked — no full text of the source

Adolescents who do not earn a high school diploma are often disadvantaged compared to high school graduates.

“Yet another group of adolescents do not earn a high school diploma and are oftentimes disadvantaged in comparison with their high school graduate counterparts.”

• cites Yates, 2005Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Oakes and Guiton (1995) found that students in high-status curriculum tracks were more positively benefited when structural changes, resources, and shifting demographics occurred.

“In addition, students in high-status curriculum tracks were more positively benefited when structural changes, resources, and shifting demographics occurred.”

• cites Oakes and Guiton (1995) sourceNot checked — no full text of the source

Oakes and Guiton (1995) found that teachers utilized junior high school teachers' opinions of students' abilities and motivation to determine their track placements.

“Findings demonstrated that teachers utilized junior high school teachers' opinions of students' abilities and motivation to determine their track placements.”

• cites Oakes and Guiton (1995) sourceNot checked — no full text of the source

Vanfossen et al. (1987) found that students in the college preparatory and general tracks were statistically significant predictors of postsecondary education attainment.

“Findings also indicated that students that were in the college preparatory and general tracks were statistically significant predictors of postsecondary education attainment.”

• cites Vanfossen et al. (1987) sourceNot checked — no full text of the source

Vanfossen et al. (1987) found that students scoring in the upper quartile were in the college preparatory track.

“Students scoring in the upper quartile were in the college preparatory track.”

• cites Vanfossen et al. (1987) sourceNot checked — no full text of the source

Oakes and Guiton (1995) found that race/ethnicity and social class were determining factors for track placements.

“Third, race/ethnicity and social class were determining factors for track placements.”

• cites Oakes and Guiton (1995) sourceNot checked — no full text of the source

Oakes and Guiton (1995) found that teachers did not attempt to alter students' abilities or motivation.

“they did not attempt to alter students' abilities or motivation.”

• cites Oakes and Guiton (1995) sourceNot checked — no full text of the source

Curricula tracking influences postsecondary education enrollment.

“further, curricula tracking (Esters, 2007) has also been shown to influence postsecondary education enrollment.”

• cites Esters, 2007 sourceNot checked — no full text of the source

The missing data in this research study was random due to the probability sampling that occurred to select the participants.

“the missing data in this research study was random due to the probability sampling that occurred to select the participants (Hair et al., 2006).”

• cites Hair et al., 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Based on NELS 1988, Meer (2007) found that students in the technical track are not more likely to have higher incomes if they had chosen another track.

“They found that students in the technical track are not more likely to have higher incomes if they had chosen another track.”

• cites Meer, 2007 sourceNot checked — no full text of the source

Degree attainment has a positive relationship with occupational earnings.

“A substantial number of studies have supported the positive relationship between degree attainment and occupational earnings (Bailey et al., 2004b;Liming & Wolf, 2008).”

• cites Bailey et al., 2004bNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Liming & Wolf, 2008Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Individuals in a general track were more likely to have benefited from a technical track.

“Those individuals in a general track were more likely to have benefited from a technical track.”

• cites Meer, 2007 sourceNot checked — no full text of the source

The 1997 NLSY dataset met the third criterion of enabling the current researcher to assess the type of high school curriculum track and its relationship with degree attainment and occupational earnings.

“The 1997 NLSY dataset met the third criterion of enabling the current researcher to assess the type of high school curriculum track and its relationship with long-term student outcomes, namely: degree attainment and occupational earnings.”

• AssumptionRests on an assumption: The NLSY survey items accurately measure high school curriculum track, degree attainment, and occupational earnings.

An integrated curriculum with academic and CTE courses was the most beneficial.

“Further, it was found that an integrated curriculum with academic and CTE courses was the most beneficial.”

• cites Arum & Shavit, 1995 sourceNot checked — no full text of the source

Gender, race/ethnicity, and SES are strong influencers of CTE concentration.

“Prior research has indicated that gender, race/ethnicity, and SES are strong influencers of CTE concentration (Stone & Aliaga, 2005).”

• cites Stone & Aliaga, 2005 sourceNot checked — no full text of the source

Missing data in this research study was not a substantial issue.

“missing data in this research study was not a substantial issue”

• cites Hair et al., 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Gender is a factor influencing postsecondary education enrollment.

“gender (Hossler & Stage, 1992) are factors influencing postsecondary education enrollment”

• cites Hossler & Stage, 1992 sourceNot checked — no full text of the source

The likelihood ratio test indicated that each predictor variable significantly contributed to the model.

“The likelihood ratio test table indicated that each predictor variable significantly contributed to the model.”

The goodness-of-fit test indicated the model adequately fit the data (p > .05).

“By examining the goodness-offit table, p > .05,this warranted the conclusion that the model adequately fit the data.”

The model including gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, and high school curriculum tracks provided adequate predictions compared to the intercept-only null model (-2 log likelihood = 7.694E3 vs 8.937E3).

“The model that included the predictors, namely: gender, race/ethnicity, mother's highest grade completed, father's highest grade completed, household income, and high school curriculum tracks provided adequate predictions (-2 log likelihood = 7.694E3) compared to the intercept only (null model; -2 log likelihood = 8.937E3).”

The model was statistically significant (p < .001).

“In addition, the model was statistically significant (p <.001).”

Findings from this research study substantiate prior research regarding participation rates in CTE tracks.

“Findings from this research study substantiate prior research regarding participation rates in CTE tracks.”

• cites Stone & Aliaga, 2005 sourceNot checked — no full text of the source

The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its goal of CTE students earning postsecondary degrees.

“Thus, findings suggest that the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 may not be meeting its goal of CTE students earning postsecondary degrees.”

• AssumptionRests on an assumption: The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 was implemented to provide students with advanced opportunities, particularly in core academic skills needed to prepare students for postsecondary education.

Multicollinearity was not a problem in the analysis.

“With the exception of mixed race, the inspection of the correlation matrix did not suggest that multicollinearity presented a problem.”

• Also stated in: § Assessing Multicollinearity Issues · hedged

  “The tolerance values in this research study were lower than 1.0 (the highest was .96),indicating that multicollinearity was not a problem.”

• cites Hair et al., 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The promising postsecondary outcomes of the dual track suggest this track is a more positive alternative for students not suited for the college preparatory track but have goals of earning postsecondary degrees.

“Thus, the promising postsecondary outcomes of the dual track suggests this track is a more positive alternative for those students which may not be suited for the college preparatory track, but have goals and aspirations of earning postsecondary degrees.”

Compared to the general track, the dual track is a promising track for students in terms of long-term outcomes.

“Even with the limited number of research on the dual track, this study and other research has found that, compared to the general track, the dual track is a promising track for students in terms of long-term outcomes (Hudson & Hurst, 1999;Novel, 2009).”

• cites Hudson & Hurst, 1999Not checked — no full text of the source
• cites Novel, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Prior research on labor market outcomes of the CTE track has resulted in inconclusive findings.

“Prior research on labor market outcomes (e.g., occupational earnings) of the CTE track has resulted in inconclusive findings (Bishop & Mane, 2004;Mane, 1999;Meer, 2007).”

• cites Bishop & Mane, 2004 sourceNot checked — no full text of the source
• cites Mane, 1999 sourceNot checked — no full text of the source
• cites Meer, 2007 sourceNot checked — no full text of the source

College attendance would probably have the most affect on those in the college preparatory track, since these individuals had much higher rates and probabilities of earning associate's, bachelor's, and graduate degrees.

“College attendance would probably have the most affect on those in the college preparatory track, since these individuals had much higher rates and probabilities of earning associate's, bachelor's, and graduate degrees.”

The national dataset was representative of 1997 U.S. residents who were born between 1980 and 1984.

“This national dataset included 8,984 research participants and was representative of 1997 U.S. residents who were born in the periods between 1980 and 1984.”

• cites Inter-University Consortium forPolitical and Social Research, 2003Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.