Abstract
As states develop accountability systems for their high school career and technical education (CTE) programs, the number of students who earn industry-recognized credentials is being considered as a measure of student success and program quality. Using data from a longitudinal study we explored the value of industry-recognized credentials for high school students, and the utility of these credentials as a measure of secondary CTE program quality. We found that teachers and administrators were concerned about the costs of maintaining these programs, and about the cost to students to take the certification exams. We found that few students were earning industry-recognized credentials at these schools, but those who were tended to have a solid career plan. However, the most important finding was the difficulty collecting data, because high schools were not required to record data on students earning industry-recognized credentials. As such, this study is an initial exploration into issues that arise when conducting research or considering policy on industry certification in high school. Recommendations for future research and for CTE accountability policy are provided.
Highlights
As states develop accountability systems for their high school career and technical education (CTE) programs, the number of students who earn industry-recognized credentials is being considered as a measure of student success and program quality
82005 – Journal of Career and Technical Education, 21(2), Spring, 2005 – Page 19 these credentials become part of the CTE accountability system, this study shows that record keeping will have to improve, addressing the other limitation of this study
While only 11 of the 77 high school students we interviewed mentioned industryrecognized credentials (IRC), those who did were very familiar with the credentials and how they could be valuable to them after high school
Summary
As states develop accountability systems for their high school career and technical education (CTE) programs, the number of students who earn industry-recognized credentials is being considered as a measure of student success and program quality. Standards and assessments developed by industry seem a perfect match for a related career and technical program in high school: CTE instructors and administrators can be sure that all the skills required by industry are part of the program, and students who earn certification (we use the terms IRC, credential, or certification interchangeably) are theoretically a step ahead of other applicants for employment in that industry. There are reasons why IRC are problematic measures of high school CTE student outcomes or program quality, such as the cost of maintaining state-of-the-art facilities, the cost of the certification exam itself, and the lack of certification in program areas common to high school CTE Some of these barriers can be addressed, while others may be insurmountable in the quest for secondary CTE accountability systems. The purpose of this study is to explore the issues around the use of IRC in high school
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