New Mexico CTE enrollment shows breadth over depth and demographic underrepresentation, with females only 19% of STEM CTE enrollment versus 49% of the total population¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 2018, about 62,000 high school students (63% of all New Mexico high school students) participated in CTE, with significant demographic underrepresentation in some sectors. → Hoachlander 2020 q2 i? Enrollment drops sharply across pathway sequences; in one 1,800-student school, 116 students enrolled in Automotive Technology I but only 23 in Automotive Technology II and 11 in Automotive Technology III. → 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? · associational · r2

The report's analysis of 2018–19 New Mexico Public Education Department CTE enrollment data (Table 1, 104,220 duplicated course enrollments) shows "females were significantly underrepresented (19%, versus 49% in the total population)" in STEM, as were African American and Native American students.

"in the state's second-largest program offering (science, technology, engineering, and mathematics, or STEM, which serves nearly 14,000 students), females were significantly underrepresented (19%, versus 49% in the total population), as were African Americans (0.7%, versus 2% in the total population) and Native Americans (6.4%, versus 10% in the total population)."

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

q2 · i? · associational · r1

The report's analysis of CTE offerings found breadth often took priority over depth, "with relatively few students enrolling in the second or third course of a career pathway cluster," illustrated by the automotive and culinary sequences in a large-district school.

"in a school of 1,800 students in one of the state's largest districts, 116 students enrolled in Automotive Technology I, but only 23 in Automotive Technology II, and just 11 in Automotive Technology III. Similarly, while 103 students enrolled in the introductory culinary arts course, only 15 enrolled in Pro Start I, and 17 in Pro Start II"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — the general claim this finding bears on, with the studies behind it
• CTE dual credit enrollment in Washington rose about 5 percentage points from 2019 to 2022, with the largest spike in schools with high concentrations of Black and Latino students — related
• Overall advanced coursework completion in Washington rose slightly from 2019 to 2022, with gains for Black, Latino, and low-income students similar to the state average — related
• Male secondary students report significantly higher STEM career interest than female students across AI, computer science, and engineering at baseline — related
• The technological gender gap emerges only within Technology-oriented pathways, with parity in Arts and Sciences — related
• Oakland Unified high school participation in Linked Learning career pathways rose from 49% in 2014 to 87.7% in 2020–21 — related