| The purpose of this study was to compare the academic performance of CTE and non-CTE students using the ACT test. In addition to comparing CTE vs. non-CTE students, comparisons were also conducted among three CTE subgroups: CTE samplers, CTE concentrators and CTE completers.; This study was a quantitative, group comparison study that employed evaluation methodology. Because the data used in this study were already present in archives this was an ex post facto study. The data included ACT cognitive and non-cognitive data on 533 students in the Peoria Unified School District who graduated in 2005. Data were examined to determine if the quantity of CTE a student took had an impact on their academic performance.; The study concluded that there is no statistically significant difference among CTE samplers, CTE concentrators, CTE completers and non-CTE students. It cannot be concluded that taking CTE courses has a significant impact on academic achievement as measured by the ACT test. However, it can be concluded that CTE course enrollment does not harm academic achievement. CTE students do as well academically as non-CTE students. It can also be concluded that CTE students are equally college-ready as non-CTE students because the ACT test is designed to test college readiness. |
