Abstract
Career and Technical Education (CTE) programs at secondary and post-secondary levels are gaining more and more attention from students, parents, and communities. Evaluating the merit of educational programs is a necessary practice. This study examined the academic achievement of CTE completer high school graduates and non-CTE graduates as measured by nationwide testing. Results indicate (ρ < .01), CTE completers had statistically significantly higher ACT scores on the ACT composite, reading, writing, math, science, and English assessments than those of general academic student graduates who took one or no CTE courses. Empirical studies have found CTE attracts a diverse audience of students including those who are economically disadvantaged and historically perform at lower academic levels. The difference found in this study of CTE graduates accomplishing ACT composite scores 4% higher than non-CTE graduates deserves special attention given additional external challenges many CTE students experience.
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