{"id":6369,"date":"2016-05-19T11:28:16","date_gmt":"2016-05-19T15:28:16","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=6369"},"modified":"2021-06-28T15:15:19","modified_gmt":"2021-06-28T19:15:19","slug":"career-and-technical-education-cte-2015-program-evaluation","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2016\/05\/19\/career-and-technical-education-cte-2015-program-evaluation\/","title":{"rendered":"Career and Technical Education (CTE) 2015 Program Evaluation"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]During 2014-15, The School District of Philadelphia (SDP) offered CTE programs in 29 schools, across 37 professional tracks. This 49-page report examines the cohort of SDP students who were first-time 9th graders in 2011-12. These students\u2019 four-year trajectories were tracked and analyzed with a focus on the effects of participation in CTE. In Part I, we update and replicate analyses that were conducted with a previous cohort. Part II identifies and analyzes factors that influence persistence within CTE.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#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%2F2021%2F02%2FCTE-2014-15-Program-Evaluation-Research-Report-May-2016.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>During 2014-15, The School District of Philadelphia (SDP) offered CTE programs in 29 schools, across 37 professional tracks. This 49-page report examines the cohort of SDP students who were first-time 9th graders in 2011-12. These students\u2019 four-year trajectories were tracked and analyzed with a focus on the effects of participation in CTE.<\/p>\n","protected":false},"author":21878,"featured_media":4402,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[400,131,134],"tags":[],"class_list":["post-6369","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cte","category-effective-instruction","category-equity"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/6369","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=6369"}],"version-history":[{"count":1,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/6369\/revisions"}],"predecessor-version":[{"id":6373,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/6369\/revisions\/6373"}],"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=6369"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=6369"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=6369"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}