Work

Exclusive STEM-CTE Teaching: Teacher Typologies and Student Outcomes

Year: 2024

Type: article

Abstract: Teacher workload is a key consideration in supporting student outcomes. We investigate whether this factor applies to CTE teachers as well—with a specific focus on STEM-CTE (i. e., STEM-focused career and technical education). We examine teacher characteristics associated with teaching only STEM-CTE coursework in high school (i. e., "STEM-CTE exclusivity") as well as student outcomes related to having a STEM-CTE exclusive teacher. We use data from the Maryland Longitudinal Data System (MLDS)—employing school and cohort fixed effects techniques—to identify potential benefits of having a STEM-CTE exclusive teacher. We find STEM-CTE exclusive teachers were more likely to be male, older, and have alternative teaching certifications. With respect to student outcomes, students who have STEM-CTE exclusive teachers are expected to have higher STEM-CTE grades and likelihood of STEM-CTE pathway completion. They are also more likely to have a higher GPA in advanced math courses and graduate on time. Implications are discussed.

Source: Career and Technical Education Research

DOI: 10.5328/cter49.3.20

Authors: Jay Plasman, Monique Harrison, Xiaoxue Zhue

Institutions: The Ohio State University, University of Pennsylvania, University of Maryland, College Park

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

OpenAlex ID: W4405347256

FWCI: 1.291

Cites: 9

Cited by: 1

Related to: 10