Abstract
Brief Literature Review
Responding to NCLB's requirement for increased performance for all students, counselors and administrators have responded by adding additional core content classes to the master schedule. In going this path, Career Technical Education (CTE) course options have declined yet student populations have raised dramatically. Responding to increasing academic demands and an achievement gap, trends removing CTE options from students are notable. Simply, CTE is one of the most effective educational delivery systems. Research identifies that many students dropping out or disenfranchised are because the content is not relevant or rigorous and leads to little perceived benefit. Supported federally and locally, all students need access to rigorous and relevant CTE
courses. Stakeholders must understand and decisively engage in providing access to CTE courses.
Statement of the Problem
Responding to NCLB's intent to raise the academic bar for all students, as Responding to NCLB's intent to raise the academic bar for all students, as gatekeepers, counselors and administrators allow some in and keep others out. All students need access to academically rigorous content relevant to real world situations thus supporting life long learning. Consequently, decisions affecting course offerings represent the 4-year college bound and those faced with overcoming the achievement gap. This thesis will analyze this common misconception and examine current research that rebuts these access limiting decisions.
Methodology
A digital survey was employed to examine the perceptions of counselors and administrators regarding their perceptions to the implications of NCLB as it impacts CTE. The survey for this research took into account the particular influences that counselors and administrators have on CTE course offerings. The instrument captures perceptions regarding the role of CTE in closing the achievement gap measured through NCLB.
Conclusions and Recommendations
Engaged students turn their passions into paychecks. Access to CTE supports lifelong learning through contextually real curricula. Implications to NCLB are forcing educators to respond aggressively. As a beneficial strategy to close the achievement gap, effective CTE must be accessible to all students. Additionally, stakeholders locally to statewide must immediately employ recommendations from California's CTE state plan, and other statutes. Open access will close the achievement gap, provide rigor and relevance to content, and provide for national and financial stability.