{"id":7864,"date":"2019-06-01T14:31:27","date_gmt":"2019-06-01T18:31:27","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=7864"},"modified":"2021-06-28T15:18:41","modified_gmt":"2021-06-28T19:18:41","slug":"analysis-of-the-2013-14-9th-grade-cte-cohort","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2019\/06\/01\/analysis-of-the-2013-14-9th-grade-cte-cohort\/","title":{"rendered":"Analysis of the 2013-14 9th Grade CTE Cohort"},"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 an analysis of the 2013-14 and 2014-15 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<ul>\n<li>Cohort characteristics, including demographics, prior achievement, and attendance, with definitions of CTE sub-tracks, and<\/li>\n<li>Graduation outcomes.<\/li>\n<\/ul>\n<p>Use the button to download the slide deck. For an analysis of the 2012-13 student cohort, <a href=\"https:\/\/www.philasd.org\/research\/2017\/11\/20\/analysis-of-9th-grade-2012-13-cte-cohort\/\">click here<\/a>.[\/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%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>This slide deck focuses on key comparisons between 2013-14 and 2014-15 9th-graders who took CTE courses and those who did not. <\/p>\n","protected":false},"author":21878,"featured_media":4059,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[276,400,131],"tags":[],"class_list":["post-7864","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-college-career","category-cte","category-effective-instruction"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7864","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=7864"}],"version-history":[{"count":2,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7864\/revisions"}],"predecessor-version":[{"id":7876,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/7864\/revisions\/7876"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4059"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=7864"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=7864"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=7864"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}