CTE course-taking generally has little or no effect on academic achievement, but math-enhanced CTE lessons significantly improved standardized math performance¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2–q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In general, CTE course-taking has little or no effect on high school academic achievement. → Hoachlander 2020 q3 i? In an experimental evaluation, students in classrooms where CTE teachers co-developed math-enhanced lessons performed equally on technical skills and significantly better than controls on two standardized math tests after one year. → Hoachlander 2020 (2)

Evidence¶

Hoachlander 2020¶

Hoachlander, G. (2020). Building a system of college and career pathways in New Mexico. Learning Policy Institute. https://learningpolicyinstitute.org/new-mexico-education

q2 · i? · review · r2

The report's evidence review states that research has found CTE course-taking has "little or no effect (positive or negative) on academic achievement in high school." No effect size is printed for this general finding.

"In general, research has found that CTE course-taking has little or no effect (positive or negative) on academic achievement in high school."

Hoachlander 2020 (2)¶

Hoachlander, G. (2020). Building a system of college and career pathways in New Mexico. Learning Policy Institute. https://learningpolicyinstitute.org/new-mexico-education

q3 · i? · review · r2

The review describes an experimental evaluation in which CTE teachers worked with math teachers to create math-enhanced lessons; after one year, experimental students "performed equally on technical skills and significantly better than control students on two standardized tests of math ability." No effect size is printed.

"One notable exception is an evaluation of an experiment in which CTE teachers worked closely with math teachers to create "math-enhanced" lessons for CTE instruction and curriculum. After 1 year of these lessons, students in the experimental classrooms performed equally on technical skills and significantly better than control students on two standardized tests of math ability."

Discussion¶

Related Claims¶

• The Saga blended technology-enhanced tutoring model significantly improves standardized math scores, math GPA, and reduces math course failures (+0.19) — related
• Most CTE students also participated in college-level coursework, though CTE students had slightly lower AP participation — related
• Saga blended tutoring produced large positive impacts on algebra scores in one district and geometry scores in another, but no effects on two other standardized tests — related
• eMINTS shows no discernible effects on general literacy achievement — related
• ACT/SAT test preparation and coaching programs have positive effects on general academic achievement (high school), based on six studies averaging a +9 improvement index — related
• The Chicago Annenberg Challenge had little impact on student academic achievement: rates of gain in Annenberg schools did not differ significantly from non-Annenberg schools — related