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This study presents findings from three cohorts of students - the classes of 2003, 2004, and 2005, in the School District of Philadelphia - that were admitted to the district's career and technical education (CTE) schools through a randomized lottery process. This study takes advantage of this so-called 'natural experiment' to compare high school academic outcomes for lottery applicants who were admitted with those for students who did not receive an acceptance. Results find that CTE students had significantly better outcomes in terms of graduation rates, credit accumulation, and the successful completion of the college preparatory mathematics sequence algebra 1, algebra 2, and geometry. Results for other outcomes such as the completion of science and foreign language course sequences, overall grade point average, and mathematics and reading comprehension achievement, were inconsistent across cohorts and statistical tests, neither favoring nor against students accepted to CTE schools.

Published abstract. Show less

For approximately 900 American high schools known as 'career and technical high schools' (CTE schools), workforce preparation is the central and primary mission. This report addresses the lack of research evidence on the effects of CTE schools on a variety of student outcomes. Drawing on the findings from a case study of five CTE schools in Philadelphia, it examines the effects of CTE schools on: (1) educational attainment, specifically credit accumulation, grade promotion, and graduation; (2) college-preparatory course-taking in mathematics, science, and foreign language; and (3) academic performance, specifically grade point average (GPA), and academic growth in mathematics and reading comprehension.

Three cohorts of students - the classes of 2003, 2004, and 2005 - are the focus of this report. Outcomes for students who did attend a CTE school and those who did not were compared. Key findings include: CTE schools had higher on-time graduation rates in each of the three cohorts; CTE schools had a substantial impact on the probability of successfully completing the college preparatory mathematics sequence of algebra and geometry; the Intent-to-Treat and Dosage estimates of impact for completing both chemistry and physics credits were inconsistent across cohorts and often not statistically significant; the Intent-to-Treat estimates of impact for earning two course credits in foreign language was inconsistent across cohorts; and across the cohorts, CTE schools had virtually no impact on achievement growth from 8th to 11th grade.

Excerpts from publisher's website. Show less