Impact of embedded credits on vocational students in Missouri

This research study compared end-of-the-year exam results between second-year vocational students and Algebra I students. The methodology used in this quantitative study involved an experimental static-group comparison design. Data from the WorkKeys Applied Mathematical Exam was statistically compared between the two groups of students. Identification of this problem was brought to light by the addition of graduation requirements by the State of Missouri. This study attempts to add to the limited research regarding embedded credit course competencies that align with state standards and grade-appropriate. Little or no significant difference in the mean scores was found between the two groups. The results of this study align with results from existing similar studies that were done in comparing vocational mathematics curriculums compared to traditional approach. One important outcome resulting from the study was the discussion between the area vocational technical school and the eight sending schools. In light of recommendations encouraging reform in high school credit requirements in Missouri, this study has value for administrators and educators alike.