{"id":4128,"date":"2019-04-20T12:25:49","date_gmt":"2019-04-20T16:25:49","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4128"},"modified":"2021-06-28T15:12:55","modified_gmt":"2021-06-28T19:12:55","slug":"analysis-of-9th-grade-2013-14-and-2014-15-cte-cohorts","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2019\/04\/20\/analysis-of-9th-grade-2013-14-and-2014-15-cte-cohorts\/","title":{"rendered":"Analyses of 9th Grade CTE Cohorts (2013-14 &amp; 2014-15)"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]ORE conducts regular summaries of the outcomes of students who participate in the District\u2019s CTE offerings. This slide show summarizes analyses of two first-time 9th grade cohorts, and focuses on key comparisons between students who took CTE courses and those who did not. The report is divided into two sections:<\/p>\n<ol>\n<li>Cohort characteristics, including demographics, prior achievement, and attendance, with definitions of CTE sub-tracks, and<\/li>\n<li>Graduation outcomes.<\/li>\n<\/ol>\n<p>Use the button to download the slide deck.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE SLIDE DECK&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2019%2F06%2FCTESlidedeck_Cohort1314_Cohort1415_PUBLIC_Final.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Analyses of two 9th grade cohorts, focusing on key comparisons between students who took CTE courses and those who did not. <\/p>\n","protected":false},"author":21878,"featured_media":4402,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[400,131,142],"tags":[329,333],"class_list":["post-4128","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cte","category-effective-instruction","category-system-trends","tag-9-12","tag-postsecondary"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4128","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4128"}],"version-history":[{"count":6,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4128\/revisions"}],"predecessor-version":[{"id":4769,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4128\/revisions\/4769"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4402"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4128"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4128"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4128"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}