Date

5-20-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Counselor Education and Supervision (PhD)

Chair

Mary Deacon

Keywords

Career, Technical, and Agricultural Education, graduation rates, maladaptive behaviors, Social Learning Theory

Disciplines

Counseling

Abstract

This study examines the effectiveness of the Career, Technical, and Agricultural (CTAE) program in a rural Georgia high school and its effectiveness on high school graduation rates and maladaptive behaviors in the setting. Grounded in both the Social Learning Theory and Happenstance Theory, this study explores how structured and unplanned experiences influence student outcomes. A quantitative, non-experimental correlational design was used to analyze archivable data from approximately 512 students across six cohorts spanning the 2015-2016 school year through the 2024-2025 school year. Variables in the study include CTAE participation, behavioral referrals, and graduation rates.

Findings from the study reveal positive correlation between CTAE participation and graduation rates, as well as significant association between student maladaptive behaviors and graduation outcomes. Results also suggest that maladaptive behaviors may mediate the relationship between CTAE participation and graduation rates. These findings support the role of CTAE programs as a meaningful intervention for improving student engagement and academic success in rural, high-poverty settings.

Limitations of the study include the use of single-site samples, reliance on archival data, and the inability to establish solid causal relationships due to other unmeasured variables. Future research should incorporate additional student support programs and stakeholder perspectives.

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