Date

12-2019

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Eric G. Lovik

Keywords

Career Technical Education, Dual Credit, Secondary, Academic Self-efficacy, Program of Study

Disciplines

Education | Educational Leadership

Abstract

Dual credit continues to expand in approach, including a single course, multiple courses, up to associate degree offerings embedded in high schools, career technical education (CTE) programs, and located in a range of secondary and postsecondary locations. As of the 2010–2011 school year, 82% of all public secondary schools had students enrolled in dual credit courses (U. S. Department of Education, 2013). In the 2016–2017 school year, 73% of CTE courses of study included both high school and postsecondary credit (U.S. Department of Education, 2018). Existing dual credit research focuses heavily on academic impact, college credit, and continuation, along with degree completion rates. CTE, under the Carl D. Perkins Career and Technical Education Act of 2006, is required to prepare students for both college and career. The current study adds to the limited body of research in career technical education dual credit programs. The purpose of this quantitative study was to examine data connected to the possible impact of dual credit on the academic self-concept of career technical education students in the state of Vermont. The research used a survey to collect data from 11th- and 12th-grade students enrolled in dual credit CTE programs in six CTE centers across the state of Vermont. Results showed no significant difference in academic self-concept between CTE students taking dual credit and CTE students not taking dual credit.

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