Abstract

Abstract of Dissertation Presented to the Graduate School
of the University of Florida in Partial Fulfillment of the
Requirements for the Degree of Doctor of Education

THE PARTICIPATION OF DROPOUT PREVENTION STUDENTS IN CAREER AND
TECHNICAL EDUCATION PROGRAMS

By

Patrick Capriola

May 2014

Chair: Bernard Oliver
Major: Educational Leadership

career patrick capriola

This study investigated the availability of career and technical education (CTE) programs in the United States and the participation in them by dropout prevention (DOP) students, based on poverty concentration in the community. The researcher sought to examine the impact that poverty in the community has on the availability of CTE programs and the degree to which DOP students in those communities participate in these programs.

This study investigated the availability of career and technical education (CTE) programs in the United States and the participation in them by dropout prevention (DOP) students, based on poverty concentration in the community. The researcher sought to examine the impact that poverty in the community has on the availability of CTE programs and the degree to which DOP students in those communities participate in these programs.

Data was used from the NCES survey Dropout Prevention Services and Programs. It was comprised of responses from 1,200 public schools across the United States. Of specific interest to this study were questions 3A1, 3A2, 3B1, and 3B2. Descriptive statistics were used to analyze the data. Binomial and ordinal regressions were used to determine relationships.

Results indicated that there is a statistically significant relationship between the availability of and participation in CTE high schools by DOP students based on poverty concentration in the community; as well as the availability of and participation in CTE programs at regular high schools by DOP students based on poverty concentration in the community.

It is recommended that policymakers understand the levels of participation in CTE programs by DOP students. Most districts reported that some students do participate in CTE programs; however, this is an ambiguous measure. Policymakers and researchers should seek to further quantify these levels and set out to develop initiatives that increase the level of access to
and participation in CTE programs by DOP students.