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The role of district administrators in developing career technical education programs to assist students in becoming college- and career-ready

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The role of district administrators in developing career technical education programs to assist students in becoming college- and career-ready

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THE ROLE OF DISTRICT ADMINISTRATORS IN DEVELOPING CAREER TECHNICAL
EDUCATION PROGRAMS TO ASSIST STUDENTS IN BECOMING COLLEGE-
AND CAREER-READY
by

Concepcion Quintero

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Concepcion Quintero
2

THE ROLE OF DISTRICT ADMINISTRATORS IN DEVELOPING CAREER TECHNICAL
EDUCATION PROGRAMS TO ASSIST STUDENTS IN BECOMING COLLEGE-
AND CAREER-READY
by
Concepcion Quintero

A Dissertation Presented

in Partial Fulfillment of the

Requirements for the Degree

DOCTOR OF EDUCATION

USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

2018

APPROVED:

___________________________________
Pedro Garcia, Ed.D.
Committee Co-Chair

____________________________________
Rudy M. Castruita, Ed.D.
Committee Co-Chair

_____________________________________
John A. Roach, Ed.D.
Committee Member
3

Preface
Some of the chapters of this dissertation were coauthored and have been identified as
such. While jointly authored dissertations are not the norm of most doctoral programs, a
collaborative effort is reflective of real-world practices. To meet their objective of developing
highly skilled practitioners equipped to take on real-world challenges, the USC Graduate School
and the USC Rossier School of Education have permitted our inquiry team to carry out this
shared venture.
This dissertation is part of a collaborative project with two other doctoral candidates,
Mayra Helguera (2018) and Allan Tyner (2018). We three doctoral students set out to identify
the role of district administrators in developing, implementing, and supporting Career Technical
Education programs. However, the subject was too large for a single dissertation. As a result,
the three dissertations produced by our inquiry team collectively address the roles of district
administrators.

4

ABSTRACT
The purpose of this study was to examine the role of district administrators in allocating
resources and developing effective Career Technical Education programs (CTE). This study also
sought to analyze the resources allocated by districts to support the implementation of CTE
programs to improve college- and career-readiness. More specifically, this study set out to
determine: 1) the role of district administrators in developing CTE programs to support college-
and career-readiness, 2) which CTE programs districts have supported for implementation, 3) the
resources districts allocate to support CTE programs, and 4) the types of CTE programs that have
proven to be effective in improving college- and career-readiness. This study implemented a
mixed-methods approach and encompassed 27 districts across eight counties in southern
California. Participants completed a Likert scale survey, five of these surveyed district-level
administrators also participated in a structured interview. This study adds to the body of
literature pertinent to effective CTE programs in improving college career readiness. The
findings can be used by Local Educational Agencies seeking to improve student achievement
and expand opportunities for students to develop college- and career-readiness skills. Study
findings can also assist district administrators in determining allocation of resources and
developing support systems for their school site personnel. Furthermore, the research findings
can be used to identify components of programs that have been determined to be effective in
preparing students for real world settings and making them college- and career-ready.
5

ACKNOWLEDGMENTS
First and foremost, I would like to thank God for this accomplishment. I would also like
to thank the faculty at the University of Southern California, Rossier School of Education for
teaching me the skills I needed to complete this process. A special thank you to my dissertation
chairs, Dr. Garcia and Dr. Castruita for guiding me through this process. The support received
from these amazing leaders throughout this dissertation made a world of difference, thank you. I
would also like to thank Dr. Roach for serving on our committee and keeping things real with us.
The growth I have made in this program would not be possible without the support of these three
gentlemen.
A big thank you to all the stakeholders that make Career Technical Education programs
available, accessible, and invaluable to students. The skills students learn through these
programs allow them to develop into the productive members of society we need. I would like to
thank the district administrators who participated in this study. Thank you for allowing me to
learn from your programs and challenging me to see things from different perspectives and at
different levels; the work you do does not go unnoticed.
I would like to thank my partners in crime Allan, Josie, and Mayra; glad we took on this
journey. This program has helped us grow as professionals and individuals. I will truly miss our
study and writing sessions, you are great leaders, and I look forward to continuing to work with
you. Thank you to our editor, I appreciate your insight and direction as we pulled this
dissertation together.
I could not have gotten through this without my family’s unconditional support and
encouragement. Thank you for standing beside me as I juggled so many things. Thank you for
6

understanding the compromises that needed to be made. To my village, words cannot describe
the gratitude I have for you all. Thank you for everything.

7

Table of Contents
Chapter One: Overview of the Study .................................................................................10
Introduction ............................................................................................................10
Background of the Problem ...................................................................................11
Statement of the Problem .......................................................................................13
Purpose of the Study ..............................................................................................14
Research Questions ................................................................................................14
Importance of the Study .........................................................................................15
Assumptions ...........................................................................................................15
Limitations .............................................................................................................16
Delimitations ..........................................................................................................16
Definitions of Terms ..............................................................................................16
Organization of the Study ......................................................................................19
Chapter Two: Literature Review .......................................................................................20
Introduction to the Topic .......................................................................................20
The Relationship between CTE and College- and Career-Readiness ....................27
Allocation of Funding Resources...........................................................................39
Conclusion .............................................................................................................46
Chapter Three: Methodology ............................................................................................47
Purpose of the Study ..............................................................................................47
Research Questions ................................................................................................47
Study Methods .......................................................................................................48
Sample and Population ..........................................................................................48
Instrumentation ......................................................................................................49
Data Collection ......................................................................................................49
Data Analysis .........................................................................................................50
Summary ................................................................................................................50
Chapter Four: Findings and Discussion .............................................................................52
Introduction ............................................................................................................52
Responses ...............................................................................................................52
Demographic Data .................................................................................................53
Table 1. Demographic Data ...................................................................................55
Research Findings Pertaining to Research Question One......................................56
Research Findings Pertaining to Research Question Two .....................................61
Research Findings Pertaining to Research Question Three ...................................65
Research Findings Pertaining to Research Question Four .....................................68
Summary and Discussion of Findings ...................................................................76
Chapter Five: Summary, Recommendations, and Conclusion ..........................................78
Summary ................................................................................................................78
Purpose of the Study ..............................................................................................79
Methodology ..........................................................................................................79
Sample Population .................................................................................................80
Data Collection ......................................................................................................81
Key Findings ..........................................................................................................81
Limitations .............................................................................................................84
8

Recommendations for Future Research .................................................................84
Conclusion .............................................................................................................85
References ..........................................................................................................................86
Appendix A: Survey and Interview Questions Pertaining to the Research Questions ......94
Appendix B: Participant Letter ..........................................................................................97
Appendix C: Survey Questions for District Administrators (Quantitative).......................98
Appendix D: Interview Questions for District Administrators (Qualitative) ....................99

9

List of Figures
Figure 1: Career Technical Education Anchor Standards ..................................................30
Figure 2: P21 Framework for 21st Century Learning ........................................................33
Figure 3: Eight State Priorities and Their Indicators .........................................................44
Figure 4: Research Findings Pertaining to Research Question One ..................................57
Figure 5: Research Findings Pertaining to Research Question Two .................................62
Figure 6: Research Findings Pertaining to Research Question Three ...............................66
Figure 7: Research Findings Pertaining to Research Question Four .................................69

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CHAPTER ONE: OVERVIEW OF THE STUDY
Authors: Mayra Helguera, Concepcion Quintero, and Allan Tyner
1

Introduction
Preparing students to be college- and career-ready is a complex process that requires
instruction in academic, technical, and employability/soft skills. The shift in education from the
California Content Standards that were implemented in 1997 to the Common Core State
Standards (CCSS, California Department of Education, 2016c) that were enacted in 2010 came
as a result of colleges, universities, and the industry sector reporting that high school students
were not graduating with the necessary skills to be successful in higher education institutions or
careers (Kendall, 2011). Common Core State Standards included a clear emphasis on graduating
students that were both college- and career-ready. This shift has resulted in an increased demand
for programs that incorporate teaching of the academic, technical, and employability/soft skills
identified in order to be college- and career-ready.
Career Technical Education (CTE) programs are being used by many school districts as a
means to teach college- and career-readiness skills. However, many Career Technical Education
Programs must be further developed to meet the rigor of college preparatory coursework while
simultaneously including employability/soft skills to make students college- and career-ready. In
order to do so, district administrators must allocate resources for these programs and evaluate the
effectiveness so that informed decisions can be made moving forward. It is imperative that the
resources are allocated according to the Local Education Agency’s (LEA) Local Control
Accountability Plan (LCAP) in alignment with the Local Control Funding Formula (LCFF)
requirements set forth in the state of California.

1
Chapters One, Two, and Three were jointly written by the authors listed, reflecting a team approach to this project.
The authors are listed alphabetically, reflecting the equal amount of work by those listed.
11

Background of the Problem
As our society changes, the demand for certain academic and technical skills has
decreased while there has been an increase in demand for others, including employability/soft
skills. Federal funding for vocational education started in 1917 with the passage of the Smith-
Hughes Act which focused primarily on agriculture. The focus of vocational education changed
in 1984 with the passing of the Carl D. Perkins Vocational Education Act. At that time,
vocational education was comprised of low-level courses, job training, and electives (Brand,
Valent, & Browning, 2013). Thus, a negative stigma was developed and at times vocational
education programs turned into dumping grounds for students who were deemed incapable of
succeeding academically.
In the state of California, academic content standards were implemented in 1997 and
were designed to encourage the highest achievement of every student by defining the knowledge,
concepts, and skills they should acquire at each grade level (California Department of Education,
2017). The content standards drove instruction in public schools and defined the content that
would be included in annual statewide standards-based assessments. As a result, colleges,
universities, and the industry sector reported that students were not graduating from high school
with the adequate skills needed for success in college and careers (Kendall, 2010).
The 2006 reauthorization of the Perkins Act renamed it as the Carl D. Perkins Career
and Technical Education Act. The Perkins Act was reframed to address the need for both
academic and technical skills required for success in college and the workforce. This reframing
was supported by research in college- and career-readiness which indicated that a college- and
12

career-ready student must have content knowledge, strategies, skills, and techniques (Conley,
2014).
Conley (2014) defined success as the ability to complete entry-level courses at a level
that is sufficient to move onto the next courses in the students’ chosen field. Each student may
need different knowledge and skills to be college- and career-ready (Conley, 2014). A different
study conducted in 2011 identified communication, decision making/problem solving, self-
management, teamwork, professionalism, leadership, and experience as valuable soft skills that
make one employable and ready for the 21st century (DiBenedetto & Myers, 2016).
College- and career-readiness skills have been incorporated into Common Core State
Standards (CCSS, California Department of Education, 2016c) with the goal of defining the
knowledge and skills students should achieve in order to graduate with the ability to succeed in
entry-level, credit-bearing academic college courses, and in workforce training courses (Conley,
Drummond, de Gonzalez, Rooseboom, & Stout, 2011). The new standards place less emphasis
on memorizing facts and focus more on the explicit teaching of collaboration, communication,
creativity, and critical thinking skills. Jobs in the current economy require different knowledge
and skills from those in the past (Conley, 2014). This new economy requires nearly everyone
entering the workforce to have at least some post-secondary education, not necessarily a typical
four-year degree (Conley, 2014). College admission requirements are very clear for students
pursuing four-year degrees. Students take part in rigorous academic coursework in high school
to prepare them to succeed in the required college courses. However, there are students who will
pursue careers that require technical training, which is different from a four-year degree and as
such have different admission requirements.
13

In the past, vocational education was offered for students looking to go into technical
fields. Nevertheless, the vocational education programs did not include rigorous academic
coursework in addition to technical training. Career and Technical Education (CTE) is an
educational strategy designed to provide students with the academic, technical, and
employability/soft skills and knowledge to pursue postsecondary training. Students participating
in CTE courses will enter their fields prepared for ongoing learning as CTE includes
academically rigorous, integrated, and sequenced programs of study that align with and lead to
postsecondary education (Brand et al., 2013).
Statement of the Problem
The problem is that high school students are not graduating with college- and career-
readiness skills. According to the California Department of Education (CDE, 2016b), only
43.4% of graduates during the 2014-2015 school year completed all coursework required for
University of California and/or California State University admission. This coursework is
commonly referred to as A-G requirements and refers to the classes that make students eligible
for admission to University of California and California State University schools. The
requirements include three years of college-preparatory social science, four years of college-
preparatory English, three years of college-preparatory math, two years of a laboratory science,
two years of a foreign language, one year of a visual and performing art, and one year of a
college-preparatory elective (Regents of the University of California, 2015). Additionally, in
regard to career readiness, research has shown that high school graduates have not consistently
met standards set by employers in the areas of attendance, teamwork, and work habits (Bangser,
2008).
14

In order to develop effective Career Technical Education programs to address college-
and career-readiness, resources must be allocated to the development of successful Career
Technical Education programs. With the introduction of the Local Control Funding Formula
(LCFF), districts have greater discretion in how they allocate their resources. While their
spending must fall into one of eight categories and align with the Local Education Agency’s
Local Control Accountability Plan (LCAP), districts can develop interventions geared to their
district’s specific needs. It is imperative that resources are allocated in a manner that is aligned
with effective college- and career-readiness programs that have proven effective and line up with
student needs.
Purpose of the Study
This study sought to examine the role of district administrators in allocating resources
and developing effective Career Technical Education (CTE) programs. This study also analyzed
the resources allocated by districts to support the implementation of CTE programs to improve
college- and career-readiness. Convenience/purposeful sampling was used for the study. It was
conducted using a mixed-methods approach including qualitative and quantitative methods.
Qualitative information was collected through interviews and quantitative data was comprised of
a Likert-style survey.
Research Questions
This study will concentrate on the following research questions:
1. What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
2. What Career Technical Education programs have districts supported for implementation?
3. What resources do districts allocate to support Career Technical Education programs?
15

4. What types of Career Technical Education programs have proven to be effective in
improving college- and career-readiness?
This study was conducted from a critical research perspective. The goal in critical
inquiry is to critique and challenge, and to transform and empower. Through critical inquiry, this
study sought to explain how district administrators can be instrumental to the development of
Career Technical Education courses. It challenges Local Education Agencies to transform the
learning environment for students and empower them to be college- and career-ready (Merriam
& Tisdell, 2015).
Importance of the Study
By examining the role of district administrators in developing Career Technical
Education programs, this study provides information that facilitates and supports the
implementation of Career Technical Education programs. The findings can be used by Local
Educational Agencies seeking to improve student achievement and expand opportunities for
students to develop college- and career-readiness skills. Information obtained through this study
can also assist district administrators in determining allocation of resources and developing
support systems for their site personnel. Furthermore, this study identifies programs that have
shown to be effective in preparing students for real world settings and making them college- and
career-ready.
Assumptions
This study assumed the following:
1. District administration is imperative in the implementation of new programs and the
development of existing ones.
2. College- and career-readiness is a priority for participating districts.
16

3. The district has a vision and action plan that includes college- and career-readiness and is
shared amongst the organization and all of its stakeholders.
Limitations
This study included the following limitations:
1. There was a limited amount of time allotted for this study.
2. The number of school districts offering Career Technical Education programs and their
geographic location limited access for the researchers.
3. The ability to gain access to district administrators to collect information.
4. The ability and/or willingness of district administrators to provide accurate responses.
Delimitations
The delimitations of this study are:
1. Data collected from district administrators was limited to a small number.
2. Only perspectives of district administrators were captured during the data collection
process.
Definition of Terms
 A-G Requirements: The coursework that high school students must take in order to make
them eligible for admission to the University of California and California State
University systems.
 Academic Skills: A collection of skills that students need in order to learn and succeed at
a university, including study habits, critical thinking, reading proficiency, written
communication, analytical thinking, problem solving, and time management.
 American College Test (ACT): A nationally administered standardized assessment used
by most colleges and universities for admissions purposes.
17

 Career Readiness: Having the academic skills, employability skills, and technical skills
needed to perform job duties.
 Career Technical Education (CTE): Courses that provide students with challenging
academic, technical, and employability/soft skills and knowledge they need to prepare for
further education and for careers in emerging and established professions.
 Career Technical Education Pathway: Coherent, planned sequence of career technical
education courses along with academic courses that detail the knowledge and technical
skills students need in order to succeed in a specific career area.
 College Readiness: Students have the skills necessary to succeed in college.
 College- and Career-Readiness: High school graduates have the academic, technical, and
soft skills necessary to qualify for and succeed in postsecondary education and/or job
training.
 Common Core State Standards (CCSS): Education initiative in the United States that
details what students in the K-12 system should know in English language arts and
mathematics at the end of each grade level. Initiative seeks to ensure that high school
graduates are prepared for postsecondary college programs or to enter the workforce.
 District Administrators: Leaders of faculty, curricula, and budget for their school district.
They set the tone and ensure the quality of education for their district.
 Employability Skills/Soft Skills: The transferable skills and attributes needed by
individuals in order to make them “employable.” These skills enable employees to
collaborate with their colleagues, solve problems, and make critical decisions.
 Industry: A group of manufacturers or businesses involved in the production of goods or
services.
18

 Local Control Accountability Plan (LCAP): In order for school districts to receive Local
Control Funding Formula funds, they must develop a Local Control Accountability Plan
(LCAP) that describes the district’s goals and specific actions, along with expenditures
that the district will need in order to achieve those goals.
 Local Control Funding Formula (LCFF): Education finance system enacted in 2013-
2014 in the state of California that requires school districts, County Offices of Education,
and charter schools to develop, adopt, and annually update a three-year Local Control and
Accountability Plan (LCAP) using a template adopted by the California State Board of
Education.
 Local Education Agency (LEA): A commonly used synonym for a school district.
 No Child Left Behind Act of 2001 (NCLB): The reauthorization of the Elementary and
Secondary Education Act. The federal government’s reform and accountability model
for education.
 Scholastic Assessment Test (SAT): A globally recognized college admission test designed
as an integrated system made up of the SAT, Preliminary Scholastic Assessment Test/
National Merit Scholarship Qualifying Test (PSAT/ NMSQT), PSAT 10, and PSAT 8/9
 Stakeholders: Individuals and groups that occupy formal and informal roles within an
organization.
 Technical Skills: Abilities and knowledge needed to perform specific tasks.
 Urban Schools: Schools located in large central cities that serve a disproportionately high
number of at-risk students.
19

Organization of the Study
A mixed-methods approach was utilized for this study. The collection of both
quantitative and qualitative data allowed for a more holistic understanding to the research
questions in this study (Creswell, 2014).
20

CHAPTER TWO: LITERATURE REVIEW
Introduction to the Topic
The general public has believed that high schools have the responsibility of teaching
students to be college- and career-ready. This is evident in the college- and career-readiness
skills which have been incorporated into common core standards with the goal of defining the
knowledge and skills students should achieve in order to graduate with the ability to succeed in
entry-level, credit-bearing academic college courses and in workforce training courses (Conley et
al., 2011). Jobs in the current economy require different knowledge and skills from those in the
past. This new economy requires nearly everyone entering the workforce to have at least some
post-secondary education, not necessarily a typical four-year degree. Implementation of Career
Technical Education (CTE) programs provide students with opportunities to participate in
rigorous academic courses and prepare for college and career.
The review of the literature highlights key concepts that provide background information,
standards-based practices, and information on resources that can be allocated toward the
development and implementation of CTE programs. The literature review defined college- and
career-readiness, examined how CTE programs prepare students to be college- and career-ready,
and discussed possible funding options to create effective CTE programs. This information
provides a basis for district administrators in defining the role they play in the development,
implementation, and support of CTE programs.
History of College- and Career-Readiness
While college- and career-readiness appears to be the new catchy phrase in education, the
idea of preparing proficient students that can enter college or the workforce is nothing new. The
21

American educational system has always worked to maintain a balance between three competing
goals: democratic equality, social efficiency, and social mobility (Labaree, 1997). In the early
1980’s, there was a definite concern that the American educational system had lost its advantage
and was not producing secondary graduates that could compete with the rest of the world. The
National Commission on Excellence in Education highlighted this deficiency in its report, A
Nation at Risk. In the report, members highlighted the complaint that business and military
leaders committed large amounts of money to remedial education and training programs
(Gardner, 1983). Additionally, the College Board’s Scholastic Aptitude Test (SAT) revealed
consistent declines in verbal and mathematic scores leading to a belief that students were
entering college unprepared for postsecondary coursework (Gardner, 1983). While these are just
two of the highlights from the report, they underscore the main point of A Nation at Risk, that
graduates were woefully unprepared for college or the workforce.
A Nation at Risk had a definitive impact on education and the government’s role. As a
result of the report, states took legislative action by establishing mandates, creating
accountability measures and developing commissions to evaluate their own educational systems
(Bell, 1993). Improving the educational experience for all American students appeared to be on
the national radar with American Presidents such as George H. Bush and Bill Clinton
campaigning with a focus on being the “Education President” (Bell, 1993). While bringing the
educational system to the state and national scene, the report also put the country on notice that
its students were not graduating college- and career-ready.
With education being part of national policy, the No Child Left Behind Act of 2001
(NCLB, 2002) brought assessment and accountability to the forefront. According to Bush
(2001), NCLB provided the vision for reforming the Elementary and Secondary Education Act of
22

1965 (ESEA) and provided a blueprint for education which included: increasing accountability
for student performance, focusing on what works, reducing bureaucracy, and increasing
flexibility and empowering parents. There was no mention of college- and career-readiness only
assessing standards that were already put into place. The increased focus on standards led to an
unclear future for CTE (Kazis, 2005). As with A Nation at Risk, the law highlighted the fact that
American students were behind their peers around the world. Although other supplemental laws
addressing college- and career-readiness were introduced, NCLB remained in place through
George W. Bush’s presidency and was reauthorized when the Every Student Succeeds Act
(ESSA) was introduced in 2015 under President Barack Obama.
One of the most important supplemental laws addressing college- and career-readiness
was the Carl D. Perkins CTE Improvement Act of 2006. This act was the fourth version of the
law that focused on allowing all students access to vocational programs while addressing jobs
and the economy (Threeton, 2007). Originally passed in 1984, the act was reauthorized in 1990,
1998, and 2006. The 2006 version is important in the history of college- and career-readiness
because it is the first piece of legislation that referred to CTE instead of vocational education
(Threeton, 2007). More importantly, the law defined CTE as:
organized educational activities that: (1) offer a sequence of courses . . . that (a) provides
individuals with coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for further
education and careers in current or emerging professions; (b) provides technical skill
proficiency, an industry-recognized credential, a certificate, or an associate degree; and
(c) may include prerequisite courses . . . that meet the requirements of this subparagraph;
and (2) include competency based applied learning that contributes to the academic
knowledge, higher-order reasoning and problem-solving skills, work attitudes, general
employability skills, technical skills, and occupation-specific skills, and knowledge of all
aspects of an industry, including entrepreneurship, of an individual (Perkins IV, section 3,
paragraph 5). (Perkins IV/CTEA, 2006, p. 1).

23

Once the Perkins Act reframed CTE, career- and college-readiness became part of the
national conversation regarding high school graduates. According to Betts, Young, Zao and
Bachofer (2016), 23 states currently mandate that graduates complete a college-preparatory and
career-ready curriculum that allows access to a rigorous course of study that students require for
college entry. While that may not be a national consensus, even prominent states like California
have seen large districts such as Los Angeles, Oakland, and San Diego Unified School Districts
adopt graduation policies requiring students to complete A-G coursework in order to graduate
from high school (Betts et al., 2016). The fact that the Perkins Act mentioned CTE, made it part
of the national discussion.
Skills Associated with College- and Career-Readiness
College- and career-readiness has been discussed in regard to its importance for high
school students but it is crucial to define what it actually entails. According to Achieve, Inc.
(2011), college- and career-readiness refers to the content knowledge and skills high school
graduates must possess in English and mathematics—including, but not limited to reading,
writing communications, teamwork, critical thinking, and problem solving—to be successful in
any and all future endeavors. While these are important factors for one to be successful at the
postsecondary level, Conley (2012) took it a step further by writing that a student who is defined
as college- and career-ready qualifies for entry-level college courses or career pathway training
programs without having to take remedial or developmental classwork. In other words, students
need to be ready for college-level classes and/or any training programs with no need for
remediation courses to be categorized as college- and career-ready. The next step is defining the
characteristics needed to be ready.
24

College- and career-readiness skills have been looked at to determine changes that need
to be made at the secondary level. According to Darling-Hammond, Wilhoit, and Pittenger
(2014), skills should include both content knowledge as well as “soft skills” that allow one to be
an active participant in their own learning. For purposes of this study, employability/soft skills
are the transferable skills and attributes needed by individuals in order to make them
“employable.” These skills enable employees to collaborate with their colleagues, solve
problems, and make critical decisions. In a study of successful secondary schools, the following
skills were identified: earning skills, cognitive strategies, content knowledge, and transition
knowledge and skills (Conley & McGaughy, 2012).
Learning skills. There are specific skills outside of content knowledge that are crucial to
being successful at the college- and career-level. According to Conley and McGaughy (2012),
learning skills such as time management, study skills, persistence, and ownership of learning are
skills needed for any and all postsecondary learning environments. These are basic skills that
would allow one to be successful before they learned actual content knowledge. In regard to
learning skills, Pittman (2010) referred to a commitment to learning involving achievement,
motivation, and school engagement. Both researchers believed that learning skills are one
component in determining whether a student is college- and career-ready.
Transition and knowledge skills. There are specific skills that are associated with
making the transition from secondary to post-secondary. Conley and McGaughy (2012)
mentioned ideas such as postsecondary awareness, postsecondary costs, knowledge of the job
market, and self-advocacy. Lack of knowledge regarding postsecondary educational options
create bigger chances for missed opportunities. For example, a student may fail to apply for
additional colleges because they are not aware of other schooling options. While academic and
25

behavioral skills are important, students must also be able to work through admissions and
financial aid processes (Roderick, Nagaoka, & Coca, 2009). Knowledge of admissions and
financial aid processes might also limit access to career certification programs. Gaps in
transition knowledge and skills may keep secondary students from exploring all options in regard
to postsecondary college- and career-options.
Key cognitive strategies. Postsecondary college- and career-options require specific
academic skills when it comes to completing tasks. Students must acquire and develop these
skills in order to be successful at the postsecondary level. According to Conley and McGaughy
(2012), students must possess a variety of cognitive strategies so that they can accomplish tasks.
Some of these strategies are the ability to “formulate problems, collect information, interpret and
analyze findings, communicate in a variety of modes, and do all of this with precision and
accuracy” (Conley & McGaughy, 2012, p. 31). All of these strategies provide students with the
ability to assess any problem they encounter and determine what they need to address it. When
looking at how to address teaching these skills, professional development for teachers needs to
focus on strategies for critical and analytical thinking, drawing inferences and conclusions,
conducting research and effectively communicating ideas verbally and in writing (Moore et al.,
2010). Cognitive strategies provide students with the necessary skills to be successful across the
curriculum and in any career.
Key content knowledge. Another important skill in college- and career-readiness is
content knowledge. These skills are not specific to one particular content although most would
mainly be found in the English classroom setting. According to Conley and McGaughy (2012),
foundational content such as speaking and listening, reading informational texts, writing in a
variety of genres and mathematical reasoning and problem solving are all content knowledge
26

skills that have proven to be successful in both the college- and career-settings. Other literature
also referred to the importance of developing content knowledge in addition to core academic
skills and metacognitive skills (Barnes, Slate, & Rojas-LeBouef, 2010; Callan, Finney, Kirst,
Usdan, & Venezia, 2006; Moore et al., 2010; Roderick et al., 2009).
Assessing College- and Career-Readiness
Developing definitions of college- and career-readiness are only the first steps in
preparing students for postsecondary education. Assessing the components of those definitions
has been challenging for secondary and postsecondary institutions. The United States
Department of Education (2010) issued a blueprint that discussed college- and career-readiness
success in relation to measures collected and reported at the state level. According to the U. S.
Department of Education (2010) these measures include:
 Advanced Placement course taking
 Dual credit courses
 Percentage of students who go to college
 College remediation rates of public high school graduates
 College grade point average and credit attainment
 Academic indicators for students from individual high schools
 SAT, ACT, or AP scores
 One year college retention rates
These measures provide scores that can be quantified giving secondary institutions data as to
who is academically prepared for postsecondary coursework.
Individual states have begun to look at ways of assessing whether their students are
college- and career-ready. As part of the American Diploma Project (ADP), 44 states recognized
27

that there was a deficiency in expectations and achievement in their high schools (Achieve, Inc
2011). They created four priorities, one of which included developing a statewide assessment of
English and math for high schools that is connected to college- and career-ready expectations
(Achieve, Inc, 2011). Conley and McGaughy (2012) also addressed English and math
proficiency as key components of a college- and career-ready student. Since California has state
assessments that report data on English and math proficiency, it was mentioned as one of the
states that has a college- and career-assessment in place (Achieve, Inc., 2011).
While it is important to have academic measures in place, assessing learning skills
identified by Conley and McGaughy (2012) such as time management, study skills, persistence.
and ownership of learning are much more difficult. Lombardi, Seburn, and Conley (2011)
conducted a study using a sample of high school students in California, Colorado, Connecticut,
and Oregon that participated in a pilot test of the College & Career Ready School Diagnostic
(CCRSD). The CCRSD was chosen because it measured both self-monitoring and study skills
(Lombardi et al., 2011). Lombardi et al. (2011) found that use of the assessments could target
instruction to better integrate the use of self-monitoring by students. Additionally, results could
be used to determine how study skills could be merged into the curriculum (Lombardi et al,
2011). This study provides an opportunity to look at data other than academic measures.
The Relationship between CTE and College- and Career-Readiness
California Education Code/Career Technical Education Standards
California Education Code Section 51228 states “districts are encouraged to provide all
pupils with a rigorous academic curriculum that integrates academic and career skills,
incorporates applied learning in all disciplines, and prepares all pupils for high school graduation
and career entry” California Legislative Information, 2017, para. (b)). Additionally, Education
28

Code Section 51224 decrees school district boards to “prescribe separate courses of study,
including, but not limited to, a course of study to prepare prospective pupils for admission to
state colleges and universities and a course of study for career technical training” California
Education Code Section 51224). Section 51228 also specifies that career technical training
should be “a course of study that provides an opportunity for those pupils to attain entry-level
employment skills in business or industry upon graduation from high school” (California
Legislative Information, 2017, para. (b)).
The CTE Model Curriculum Standards were developed in 2005 to identify the skills
required for specific pathways and help California districts and schools develop rigorous
curriculum to prepare students for college and careers. The CTE Framework for California
Public Schools was developed in 2007 by an advisory board and serves as a how-to manual for
teachers, school and district administrators, curriculum specialists, and school boards in
developing standards-based CTE pathways, courses, curricula, and assessments. The CTE
Model Curriculum Standards were revised in 2013 to incorporate the Beyond Knowledge
Construct, which demonstrated the importance of adding the CTE Performance dimension to the
cognitive dimension based on the Depth of Knowledge levels and revised Bloom’s Taxonomy
(California Department of Education, 2017).
The CTE Model Curriculum Standards include Standards for Career Ready Practice,
which describe the knowledge and skills that students need to acquire before entering a CTE
program, as part of the CTE sequence, or as integrated elements of other coursework in
preparation for careers and college. The standards are organized around 15 industry sectors and
include a description, anchor standards, pathway standards, and an academic alignment matrix.
California has 12 standards for Career Ready Practice; they align with the state’s CTE anchor
29

standards and reflect the expectations from business industry, labor and community
organizations, and secondary and postsecondary education representatives from 42 participating
states (California Department of Education, 2017).
The 11 anchor standards build on the Standards for Career Ready Practice and are
common across the 15 industry sectors (see Figure 1). Each anchor standard is followed by
performance indicators and are presented in a hierarchical progression of simple to more
complex tasks. The performance indicators provide guidance for curriculum design and
standards measurement. More specific industry-sector anchor standards are customized to better
reflect the skills necessary for each sector. The CTE standards, in conjunction with the Common
Core State Standards (California Department of Education, 2016c), define the skills students
must acquire to be college- and career-ready.
Skills Needed for College Career Readiness
The 12 standards for Career Ready Practice followed in California are the same for all
industry sectors. These practices reflect the expectations from the business industry, labor and
community organizations, and secondary and postsecondary education. One can connect these
practices to the skills identified by Conley and McGaughy (2012) as being essential to college-
and career-readiness, which fall into four key categories: learning skills and techniques,
cognitive strategies, content knowledge, and transition knowledge and skills. In their analysis,
Conley and McGaughy stated that students must acquire the cognitive strategies that enable them
to communicate, interpret, research, have precision and accuracy, and carry out problem
formulation. Students must also attain content knowledge that they value at an appropriate
challenge level and effort, show attribution, and be able to structure knowledge. Conley and
McGaughy explained that students must take ownership of their learning and develop learning
30

Source: California Department of Education, 2013, p. 6.
Figure 1: Career Technical Education Anchor Standards
31

techniques. Students must learn how they learn to become lifelong learners. Furthermore,
students must learn the process to transition between institutions including postsecondary
awareness and costs, the matriculation process, their role and identity, career awareness, and
self-advocacy.
The key skills identified by Conley and McGaughy (2012) line up with the expectations
in the California CTE standards. CTE programs can be organized in many different models
including career academies, Linked Learning, and early college high schools; nevertheless, they
are all designed to provide students various opportunities to develop the skills they need to be
college- and career-ready. Research in the field of CTE has determined that students who
participate in CTE programs have a higher probability of graduating from high school than their
peers (Castellano, Richardson, Sundell, & Stone, 2015). In a study conducted in 2015,
researchers found that students who participated in CTE courses performed better than their
peers because they were exposed to context-based learning (Castellano et al., 2015). Context-
based exposure allows students to better grasp the relevance of academic subjects, become more
engaged by the content of the curriculum, and develop postsecondary education and career
aspirations. The researchers in the study recommended that school districts seek ways to
increase enrollment in pathways of study and encourage students to participate in CTE course
sequences. The increase in student enrollment will lead to high student engagement and
participation in a field of interest and in turn increase graduation rates.
In addition to context-based learning, school-based factors such as educational
aspirations, program quality, and adults’ impact on college enrollment determined student
performance. A 2013 study conducted by Loera, Nakamoto, Oh, and Rueda (2013) found that
students’ perceptions regarding the quality and effectiveness of a CTE program influenced their
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choice to participate. This finding was especially important when districts were in the early
stages of developing their course offerings. Proper resources must be allocated by district and
school site administrators so that CTE pathways are well equipped and students can recognize
the value of the program being offered. Loera et al. (2013) also found that CTE teachers play a
critical role in shaping students’ educational and career choices. Students perceived their
teachers as being knowledgeable in a career industry when the teachers could combine classroom
instruction with real-life work experience and expose the students to real employment (Loera et
al., 2013).
Soulé and Warrick (2015) defined 21st century readiness for all students and provided
districts with guidance on how to provide students support. Soulé and Warrick called for a
paradigm shift in education to support the global, information-centric, and technology-infused
reality of the 21st century. Partnership for 21st Century Learning (P21, Kozma, 2008), a non-
profit organization made up of a coalition of education, business, community, and government
leaders, supported the innovative, collaborative, and community-embedded experiences that can
provide all students the opportunities to learn the skills they need to be effective citizens,
workers, and leaders.
P21 (Kozma, 2008) highlighted the new skill demands that presented themselves with the
fundamental changes that have taken place in today’s economy, jobs, and businesses. The
increase in the use of technology and the shift from an industrial economy has raised the demand
for problem-solving and communication tasks (Kozma, 2008). The framework created by P21
encompasses the skills, knowledge, and expertise that students must master along with the
learning supports necessary to attain college- and career-readiness. The P21 Framework
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represents 21st century student outcomes in the arches of the rainbow and support systems in the
pools at the bottom (see Figure 2).
Every implementation strategy for 21st century learning requires the attainment of core
academics for all students. Students must master the essential skills for success in today’s world
known as the 4Cs: critical thinking and problem-solving, communication, collaboration, and

Source: Soulé and Warrick, 2015, p. 181.
Figure 2: P21 Framework for 21st Century Learning

creativity and innovation. When schools use standards, assessments, curriculum and instruction,
professional development, and learning environments as a foundation to combine these necessary
supports, students are more engaged in the learning process and graduate better prepared to
thrive in college, career and life (Soulé & Warrick, 2015).
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Soulé and Warrick (2015) stated that 21st century education models offer learning
opportunities that make direct connections for students between what they learn, how it is
connected to their community, and its association with what students will need to know in
college and the workplace. P21 (Kozma, 2008) has recognized exemplar learning programs
since 2013. A pilot study conducted in 2015 showed exemplar learning programs varied in
strengths and approaches, but all programs shared five common interactive themes, (1) a climate
of achievement, (2) distributed leadership, (3) student agency, (4) research & evidence, and (5)
an engaged community.
Dual Enrollment and Articulation Agreements
Soulé and Warrick (2015) called for a paradigm shift in how and what students learn to
prepare for the new demands of the changing economy. They stated that the new proposed
mindset requires various stakeholders to work together to make learning meaningful to students
and teach them how to apply the concepts they learn to the real-world setting. One example of
helping students apply learned concepts to real world settings is creating the opportunities for
them to serve as interns in community businesses. These types of opportunities can only be
created successfully through collaboration among policy makers, business executives, education
leaders, and stakeholders. Through such collaboration, students and adults can create
meaningful learning opportunities reflective of workplace challenges and demands.
Students can also prepare for college- and career-readiness through participation in dual
enrollment programs. Dual enrollment is an accelerated program that allows students
opportunities to earn college credit while in high school. Available in all 50 states, dual
enrollment offers several benefits for students including preparation for college coursework and
degree attainment, an increased likelihood of graduating from high school and earning higher
35

grades in college (An, 2013a). An’s (2013b) research found that dual enrollment positively
influences academic performance and college readiness and that students who participated in
dual enrollment programs were less likely to participate in remediation than non-dual enrollees.
Participation in dual enrollment programs increase academic rigor of the high school
curriculum, help low-achieving students meet high academic standards, provide more academic
opportunities and electives in small or economically struggling schools, prevent high school
dropout and increase student aspirations, help students acclimate to college life and reduce the
cost of college for students (Karp & Hughes, 2008). CTE students are taking part in dual
enrollment opportunities often offered as explicit parts of their CTE programs. Participation in
dual enrollment courses can upgrade the CTE curriculum by providing students access to
rigorous college courses, automatically awards students college credit upon successful
completion of the course, and enables students to participate in courses without having to invest
in costly equipment.
Karp and Hughes (2008) found that participation in dual enrollment opportunities
increased graduation rates and encouraged students to pursue college. Once in college, CTE
students who participated in dual enrollment were more likely to persist in college and obtain
higher grades. Dual enrollees also made faster progress toward a college credential than students
who did not participate in dual enrollment. Because of the promising use of dual enrollment as a
strategy to encourage students to access and succeed in postsecondary education, the researchers
suggested that collaborations among high schools and colleges should focus on ways that dual
enrollment can be integrated into current and future career pathways (Karp & Hughes, 2008).
A major purpose of the Carl D. Perkins Vocational and Technical Education Act of 2006
was to strengthen the connections between secondary and postsecondary education (King &
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West, 2009). With the emphasis on the secondary to postsecondary connections, high schools
and community colleges have sought out the development of formal articulation agreements.
The process of developing articulation agreements between secondary and postsecondary
institutions is a long one. It requires that the secondary organization submit curricular
information to the postsecondary institution so that a board can review it and determine course
content equivalency. If the postsecondary institution deems that the high school course is
equivalent, the articulation agreement is granted. The established articulation agreement sets the
parameters and requirements that students must fulfill in order to receive college credit for the
course completed in high school.
Career Pathways
During much of America’s educational history, there has been a focus on either preparing
secondary students to be “college ready” or “career ready” (Meeder, 2016). Careers in the
current economic structure require a different set of knowledge and skills than those that were
required in the past. The 21st century workplace requires that nearly everyone who enters the
workforce have some level of postsecondary education, which does not always mean a typical
four-year college degree. According to Schwartz, Keppel, and Symonds (2012), the workplace
requires a certain level of technical skills that require licenses or certificates, which in turn
require a change to the educational practices at the secondary level.
The shift in education in California from preparing students as “college-bound” or
“career-bound” and instead focusing on preparing them to be ready for both college and career
transpired with the implementation of Common Core State Standards (CCSS, California
Department of Education, 2016c), which was enacted in 2010. As our society has changed, so
have the demands of the workforce; therefore. inspiring a reform in the way students are
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educated in the public-school system. According to Bloom (2010), two key motivators for
preparing all students to be college- and career-ready are “economic competitiveness and social
equity” (p. 4). Essentially the shift came as a direct result of the ever-changing workforce needs
of the 21st century workplace.
Career Technical Education (CTE) programs have become an integral part of preparing
students to be college- and career-ready. CTE is much more than simply training students for
skilled work in agriculture, trade, or the industry sector. CTE provides an academic foundation,
combined with technical and employability/soft skills and knowledge that are essential for
preparing students to be successful for the 21st century workforce (Wonacott, 2003). By
integrating academic rigor into CTE programs, students can be taught the necessary academic
skills while simultaneously learning the technical and employability skills they will need to be
successful in the workforce (Threeton, 2007). For purposes of this research, CTE is defined as
courses that provide students with challenging academic, technical, and employability/soft skills
and knowledge they need to prepare for further education and for careers in emerging and
established professions.
Another key aspect of CTE are career pathways. According to the California Department
of Education (2010), a career pathway is defined as a multi-year, comprehensive program of
study that integrates academic and technical skills that are formed around broad themes, interest
areas, or industry sectors. Career pathways provide a seamless educational structure that
includes training from secondary education to postsecondary and the workforce. By providing a
series of integrated courses with the same theme in mind, students develop a richer
understanding of that particular career interest, which better prepares them to be successful in
postsecondary college- and career-options. Career pathways are intended to assist students in
38

becoming college- and career-ready by preparing them to work through the complexities of a
career after entering and completing postsecondary education and training (Meeder, 2016).
Career pathways emerged as a way to encourage and support secondary students’ transition
from high school to college and careers. They provide a framework for students to learn relevant
coursework that incorporates academic rigor, technical skills, and employability/soft skills that
are vital in the workforce. Essentially, career pathways provide an opportunity for students to
learn technical skills with academic rigor that build up through each course taken in the pathway
series.
According to Castellano et al. (2003) “career pathways are…intended to provide a
rigorous, coherent program of study that includes high-level academics in addition to technology
applications and work-based learning” (p. 256). Career pathways provide contextual learning of
technical and employability/soft skills with academic rigor within the classroom setting and
work-based and/or hands-on learning opportunities outside of school or within a workshop type
setting (such as a construction automotive program within a school’s automotive shop).
Participation in career pathways can prepare students to be successful by teaching the necessary
skills needed to succeed in the workforce and aligning courses of study with postsecondary
institutions. Additionally, career pathways tend to have strong partnerships with employers who
are very involved in the programs, either by means of offering mentorships, internships, job-
shadowing, or apprenticeship opportunities.
Strong college- and career-pathway programs focus on the following priorities:
defining and developing Career and Life Readiness; engaging all students in career
development, offering learners engaging and relevant Pathway Programs, connecting
students with employers and community-based learning experience; creating engaging
and connected learning across the curriculum; and linking programs and services across
secondary, postsecondary, and workforce systems. (Meeder, 2016, 58-59)

39

Coursework for career pathways need be rigorous and sequential. Courses and skills
need to build upon one another for students to transition from one level to the next. Involvement
and engagement with postsecondary institutions and employers are critical for priorities of career
pathway programs as this helps ensure that the pathways incorporate the necessary skills,
coursework or certifications necessary for employment or postsecondary institutions.
Additionally, career pathways can provide an opportunity for students to participate in dual
enrollment with postsecondary institutions. As previously mentioned, participation in dual
enrollment in career pathways can provide high school students with opportunities to earn both
high school and college credit.
Allocation of Funding Resources
Local Control Funding Formula
In June of 2013, the state of California radically reformed its educational finance system
when Governor Jerry Brown signed into law the new educational funding model known as the
Local Control Funding Formula (LCFF). The LCFF “represents the most significant change in
California’s funding system for K-12 schools in four decades” (California Teacher’s Association,
2017, p. 1). The LCFF is meant to provide a more equitable way of allocating funds to school
districts, provide support for underperforming districts, and change the way that school and
district performance is evaluated by the state (Bae & Darling-Hammond, 2014). With the
implementation of this law, California eliminated most of the existing funding categories that
school districts were previously required to earmark specific funding for, giving them more
discretion on how to fund different educational programs that would best support the needs of
their district and student population (Taylor, 2013). Essentially, funding shifted from categorical
40

programs to district and student needs, with weighted formulas for students with greater need
(Bae & Darling-Hammond, 2014).
The enactment of the LCFF served as a way to consolidate most categorical programs
into allocation of funding for districts that helps move decision making from the state to the local
level (Hill, Warren, Murphy, Ugo, & Pathak, 2016). Prior to the LCFF, the state would allocate
funds to districts based on a unique revenue limit, which was then multiplied by the district’s
average daily attendance (ADA; CDE, 2015a, LCFF Frequently Asked Questions).
Additionally, the state provided restricted funding to school districts for dozens of categorical
programs that were intended to provide specific services dependent on the demographics and
student needs of each school district (CDE, 2015a, LCFF Frequently Asked Questions). Under
the LCFF, California provides districts the majority of their funding through base grants which
are dependent on their ADA with slight adjustments depending on four grade spans, i.e.,
kindergarten through grade 3 ($6,845 per student), grades 4-6 ($6,947 per student), grades 7-8
($7,154 per student), and grades 9-12 ($8,289 per student) (Taylor, 2013, p. 2). The high school
grade span included a 2.6% increase of the base rate (initially this amounted to $216 per
student); although the adjustment is not designated for any education service in particular, the
origin of the adjustment is related to the costs associated to providing career technical education
(CTE; Taylor, 2013). The 2.6% adjustment reflected the average amount spent per student on
CTE or Regional Occupational Programs (ROP) under the state’s old funding system (Taylor,
2013). Base rates are adjusted annually to reflect the cost-of-living (COLA) increases (CDE,
2015a, LCFF Frequently Asked Questions).
Funding is distributed directly to school districts rather than individual schools.
Additionally, it provides differentiated funding that is equal to 20% of the base funding (adjusted
41

for grade span) to districts based on demographics, specifically those districts with a large
percentage of high-needs students. The LCFF defined high-needs students as low-income
children (specifically students who qualify for free or reduced priced meals), English learners,
and homeless and foster youth (CDE, 2015b, LCFF Overview). High-needs populations are
referred to as targeted disadvantaged students by LCFF (CDE, 2015b, LCFF Overview). This
additional 20% supplemental grant for targeted disadvantaged students is provided for
unduplicated counts; meaning that if a student qualifies in two or three of the targeted
populations, the student will only be counted once. Additionally, LCFF provides a concentration
grant for districts where English learner and low-income demographics exceed 55% of their total
enrollment. This concentration grant is funded at 50% of the adjusted grade span base grant for
the particular percentage of students exceeding the 55%.
The LCFF does not solely focus on school finance reform; it also “substantially
reorganizes and decentralizes the delivery of public education in California” including a new
accountability framework (Affeldt, 2015, p. 4). Districts are required to identify the progress
they are making and have made with various student subgroups. The two main goals for the
LCFF are to enhance the academic achievement of students by providing targeted funds to
districts in order for them to improve outcomes of high-need students and bring state funding
back to the local control at the district and school level while holding them accountable for
obtaining results. The intent was to improve educational services for high-need students utilizing
greater flexibility, local accountability, and targeted student funding based on demographics
(Koppich, Humphrey, & Marsh, 2015). The implementation of the LCFF provided school
districts the flexibility of allocating their funding as they see fit in order to enhance student
outcomes. Although districts are provided with flexibility in terms of how to spend their
42

weighted funds, the LCFF requires them to increase or enhance services for high-need students
(Affeldt, 2015).
The LCFF put into place rules related to transparency and accountability in districts
(Taylor, 2013). As part of these new rules, districts are required to develop and adopt a Local
Control Accountability Plan (LCAP), the LCFF’s local accountability counterpart. In order for
the LCFF funds to be distributed, each district is required to develop and adopt a 3-year strategic
plan that identifies the annual goals and specific actions that will be taken to achieve these goals
in order to address the state’s eight priority areas and any local priorities (Bae & Darling-
Hammond, 2014). Once adopted by the school board, the LCAPs are to be revisited and updated
annually in which the previous year’s goals, actions, and expenses are reviewed to determine
progress and make corrections or revisions as needed (Affeldt, 2015). Examples of
accountability measures that could be utilized to assess progress on the LCAP goals can include:
college- and career-readiness, performance on state and local assessments, graduation rates, A-G
completion rates, English learner reclassification rate, attendance rates, rate of teacher mis-
assignment, suspension and expulsion rates, levels of parental participation and satisfaction, and
reports on facilities and availability of instructional materials (CDE, 2015b, Local control
funding formula overview). After three years, a new 3-year LCAP is to be developed and
adopted by each district, and the process begins once again. Districts that fail to meet their
LCAP’s goals and do not improve education outcomes are to receive aid through a system of
support and intervention (Taylor, 2013).
The LCFF also required that parents, students, teachers, bargaining units, site
administrators, and other community members participate and be involved in the process of
deciding how LCFF funds are used and gives authority to supervise a critical element of the
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LCFF, the completion of the LCAP, to County Offices of Education (Koppich et al., 2015). This
new requirement shifts the way that many districts engage with their community. Districts are
encouraged to engage with community stakeholders through various means, including but not
limited to surveys, district-wide meetings, forums, parent meetings, and/or school site meetings.
At the very minimum, districts are required to hold two public hearings to discuss and adopt
their LCAP.
Each district’s LCAP must include annual goals and action steps in each of the eight state
priorities. The eight state priority areas fall under three categories: conditions of learning,
student outcomes, and engagement. The eight state priorities are: basic services, implementation
of Common Core State Standards, course access, parental involvement, student engagement,
school climate, student achievement (CDE, 2016a, State Priority Related Resources), and other
student outcomes (see Figure 3). The eight state priorities “are intended to encompass the key
ingredients of high-quality education programs” (Taylor, 2013, p. 10).
These eight state priorities are intended to encourage districts to pay closer attention to
what the state considers key mechanisms of a high-quality education system. The priority of
implementation of Common Core State Standards (CCSS, California Department of Education,
2016c) is a key factor in career technical education (CTE) as it includes a clear emphasis on
graduating students that are both college- and career-ready. Therefore, it is imperative that
districts develop strong educational programs that focus on both college- and career-ready skills
(Bae & Darling-Hammond, 2014). It is evident that the “needs of the 21st century workforce are
rapidly changing amidst demographic shifts, technological advances, and economic
globalization” (Bae & Darling-Hammond, 2014, p. 8).
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A commonly recommended measure to use as an indicator of career readiness is the
completion of high-quality CTE pathways (Bae & Darling-Hammond, 2014). CTE is defined as
“a program of study that involves a multiyear sequence of courses that integrates core academic
knowledge with technical and occupational knowledge to provide students with a pathway to
postsecondary education and careers” (CDE, n.d., Career Technical Education, p. 1).
Throughout the state of California, many high schools offer stand alone CTE courses or Career
Pathways that incorporate career readiness with academic preparation (Bae & Darling-
Hammond, 2014). The integration of career pathways with academic curriculum is vital given

Source: Taylor, 2013, p. 12.

Figure 3: Eight State Priorities and Their Indicators

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that high school graduation college requirements will typically not provide enough room in
students’ academic schedules to complete both A-G requirements and career pathways (Bae &
Darling-Hammond, 2014).
Being that the LCFF has already made a 2.6% adjustment per student in high school to
account for CTE, districts can utilize this funding to develop or further develop CTE programs to
meet the rigor of college preparatory coursework while simultaneously incorporating
employability/soft skills to prepare students for postsecondary education and careers. This 2.6%
base grant adjustment for high school students can be strategically used to provide CTE at the
high school level. The LCFF and LCAP legislation has pushed California districts to redefine
postsecondary success by ensuring that each district include college- and career-readiness
indicators to prepare all students for both postsecondary options (Bae & Darling-Hammond,
2014).
Additional Funding
In addition to allocating funding resources through the LCAP and the LCFF’s 2.6%
adjustment on the base grant amount for grades 9-12 (related to the costs that are associated with
providing CTE in high school), districts can apply for additional funding through different
federal and state grants, depending on what is available. Obtaining additional funds via grants
and possible grants can be critical for districts who are trying to implement and/or improve the
quality of CTE programs for students.
The Carl D. Perkins Vocational Education Acts of 1984 and 1990 renamed the Carl D.
Perkins Career and Technical Education Act in 2006, not only requires that CTE curriculum be
more academically rigorous and includes skills to prepare students for the 21st century
workforce but also provides funding for CTE programs (Friedel, 2011). The reauthorization of
46

the Perkins Act in 2006 increased the accountability for academic rigor, CTE teacher
credentialing, and the attainment of technical and employability/soft skills (Carl D. Perkins CTE
Improvement Act of 2006, 2006). The Perkins Act accounts for over $1.5 billion dollars
nationally in CTE funding. It allocates a certain amount of funding to each state nationwide and
provides guidelines to ensure that quality CTE programs are implemented within each district.
The states then determine how to allocate the funding to provide CTE resources based on the
established guidelines provided by the Perkins Act.
Conclusion
District administrators play a key role in the development, implementation, and support
of CTE programs. District administrators can use their positions to allocate appropriate
resources for the efficient implementation of career pathways. CTE programs implement
educational strategies designed to provide students with the academic, technical, and
employability/soft skills and knowledge to pursue postsecondary training. Students participating
in CTE courses will enter their fields prepared for ongoing learning as CTE includes
academically rigorous, integrated, and sequenced programs of study that align with and lead to
postsecondary education (Brand et al., 2013).
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CHAPTER THREE: METHODOLOGY
Chapter three includes a description of the purpose and design of the study, identifies the
research participants, clarifies how data was collected and analyzed, explains the instruments
used to conduct the research, and specifies ethical considerations.
Purpose of the Study
This study sought to examine the role of district administrators in allocating resources
and developing effective Career Technical Education (CTE) programs. This study analyzed the
resources allocated by districts to support the implementation of CTE programs to improve
college- and career-readiness. Convenience/purposeful sampling was used for the study. It used
a mixed-methods approach including qualitative and quantitative methods. Qualitative
information was collected through interviews and quantitative data was comprised of a Likert-
style survey.
Research Questions
This study concentrated on the following research questions:
1. What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
2. What Career Technical Education programs have districts supported for implementation?
3. What resources do districts allocate to support Career Technical Education programs?
4. What types of Career Technical Education programs have proven to be effective in
improving college- and career-readiness?
This study was conducted from a critical research perspective. The goal in critical
inquiry is to critique and challenge, and to transform and empower. Through critical inquiry, this
study sought to explain how district administrators can be instrumental to the development of
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CTE courses. It challenges Local Education Agencies to transform the learning environment for
students and empower them to be college- and career-ready (Merriam & Tisdell, 2015).
Study Methods
Creswell (2014) listed the following steps for conducting a research study, (1) identifying
a research problem, (2) reviewing the literature, (3) specifying a purpose for research, (4)
collecting data, (5) analyzing and interpreting the data, and (6) reporting and evaluating research.
This study was built around these guidelines and conducted using a mixed-methods approach
including qualitative and quantitative data. The combination of quantitative and qualitative data
serves to increase methodological rigor (Patton, 2002). The study was conducted with district
administrators in the state of California who play a role in the development, implementation, and
support of CTE programs in their district. The study involved the collection of qualitative data
through interviews. Quantitative data in the form of a Likert-style surveys was also collected.
Assertions regarding the efficiency of CTE programs was made based on quantitative
data collected. Qualitative data provided additional information to determine the role of district
administration in the development, implementation, and support of CTE programs, allocation of
resources, and the types of CTE programs determined to be effective in preparing students for
college and careers. The use of qualitative and quantitative data allowed for data triangulation
and increase the validity of the evidence collected (Creswell, 2014)
Sample and Population
Purposeful criterion sampling was used to identify and select district administrators who
play a role in the development, implementation, and support of CTE programs within their
district for the collection of quantitative data using a Likert-style survey. Purposeful criterion
sampling is a technique that is widely used in qualitative research for the identification and
49

selection of information-rich cases for the most effective use of limited resources (Patton, 2002).
The process involves the identification and selection of individuals or groups of individuals that
are knowledgeable about or experienced with the research topic (Creswell & Plano Clark, 2011).
Convenience sampling was used for the interview portion of this study. Convenience
sampling is a non-probability sample in which respondents are chosen based on their
convenience and availability (Creswell, 2014). District administrators were selected to
participate in a qualitative interview from the survey participants who indicated their willingness
to do so and were interviewed based on their availability.
Instrumentation
Critical research theory allows the researcher to critique and challenge ideas and seek to
transform and empower (Merriam & Tisdell, 2015). The use of this lens allowed the researcher
to understand and research challenges associated with the development, implementation, and
support of CTE programs and seek information to determine how district administrators can be
instrumental to bring about change. A critical research perspective challenges Local Education
Agencies to transform the learning environment for students and empower them to be college-
and career-ready. Survey and interview questions for this study were developed to facilitate
research and ensure a consistent approach for data collection. The survey and interview
questions were aligned with the research questions for this study (Appendix A).
Data Collection
Identified district administrators received an email with a Request to Participate letter
(Appendix B) and a link to complete the quantitative survey (Appendix C). Based on the
indication of their willingness to participate in an interview for qualitative data collection,
participants were contacted again to set up an interview time. In order to make an interview
50

convenient for the participant, interviews were conducted at a time and place convenient to the
participant (Appendix D). Permission was requested from participants to use an audio recording
device to record each interview for accuracy. Audio recording allowed the researcher to focus
on the participants’ responses during the interview. All participants were provided the option to
accept or decline being recorded on an audio device.
To guarantee respondents in this study are protected, applications were submitted to the
Institutional Review Board at the University of Southern California for approval. All
information pertaining to the participants in this study will remain confidential, and participation
will be voluntary.
Data Analysis
Interview transcripts were utilized to create a codebook for analysis. Corbin and Strauss
(2008) described coding as the process used to derive and develop concepts from data. The
coding process began with the identification of open codes; the open codes were then be refined
into axial codes relating categories and properties (Merriam & Tisdell, 2015). The final step in
the analysis of interview data entailed creating selective codes per Merriam and Tisdell (2015)
which were used to develop a proposition or hypothesis.
Summary
This chapter explained the purpose of the study, research questions, study methods,
sample population, data collection, and the data analysis process used in the study. The goals of
the study were best accomplished through a mixed-method study design that included a
quantitative survey and a qualitative interview of district administrators involved in the
development, implementation, and support of CTE programs. The researchers made every effort
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to be transparent in the process so as to limit the appearance of impropriety (Creswell, 2014).
Chapter Four includes an analysis of the data collected and the major findings.
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CHAPTER FOUR: FINDINGS AND DISCUSSION
Introduction
This chapter includes a discussion of the data collected from a mixed-method study
intended to examine the role of district administrators in allocating resources and developing
effective Career Technical Education (CTE) programs and analyze the resources allocated by
districts to support the implementation of CTE programs to improve college and career
readiness. Quantitative data was obtained through an online survey that consisted of CTE
program statements were ranked on a Likert scale. Qualitative data was collected through
interviews. Quantitative and qualitative data was collected from public school administrators
working at a district level. Depending on the district’s organization, administrators included
assistant superintendents, directors, and coordinators. This chapter includes the responses from
the online surveys, district demographic data, research findings from the data collected, and the
researcher’s discussion regarding the meaning of the research findings.
The study was guided by the following research questions:
1. What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
2. What Career Technical Education programs have districts supported for implementation?
3. What resources do districts allocate to support Career Technical Education programs?
4. What types of Career Technical Education programs have proven to be effective in
improving college- and career-readiness?
Responses
The participants in this study were randomly selected from a target population within Los
Angeles, Orange, Riverside, San Bernardino, San Diego, San Luis Obispo, Santa Barbara, and
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Ventura Counties. These counties were chosen because they have Career Technical Education
(CTE) programs in place and use Perkins money. The study focused on CTE programs in
secondary schools given that career pathways are defined at that level. District administrators in
57 districts were contacted to participate in the online survey. The district administrators were
employed by either unified or joint union high school districts, which ranged in size, location and
student demographics. The common factor was having CTE programs in place.
Of the 57 districts contacted to participate in the online survey, 29 responses were
received. One respondent reported that they were not involved with CTE programs and one
respondent filled out the survey twice. As a result, the two responses were omitted from the data
analysis. Of the 57 surveys distributed, 27 were used for this study resulting in a response rate of
47%.
Demographic Data
Demographic data for interview participants was disaggregated by gender, age,
educational attainment, years in education, years working in Career Technical Education, and
subject matter taught prior to serving in an administrative capacity. District demographic data
was only collected for the districts where the interview participants were employed. That data
was disaggregated by type of district, enrollment, number of career pathways offered, and their
respective industry sectors. When relevant, total numbers and percentages of demographic data
were analyzed in tables or charts and in narrative form.
Out of the five district administrators who participated in an interview, all five were
female. Further investigation revealed that all five females currently work under the leadership
of male superintendents. This information was not analyzed with regard to the role played in the
development, implementation, and support of Career Technical Education programs. However,
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the researcher found the information intriguing given that all participants were randomly
selected. Further research regarding the gender correlation between male and female leadership
roles may result in significant findings.
All five of the participants were in their 50s. Three of the five have doctorate degrees,
and one is currently enrolled in a doctoral program. The number of years working in education
ranged from 16 to 35. One of the participants worked in Career Technical Education or
vocational education for over 25 years, the other four have been serving in that capacity for 10
years or less. Two of the five participants taught in Career Technical Education or vocational
education programs before going into administration.
Participants were all currently serving in district-level positions within unified school
district organizations ranging in enrollment from 1,200-53,000 students. Districts with larger
enrollment tended to offer more career pathways across a larger number of industry sectors as
compared to districts with lower enrollment. This correlation can be attributed to funding, which
is partially based on enrollment, and the feasibility of offering a variety of courses in a school’s
master schedule.

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Table 1
Demographic Data
District Administrator Profile District
A Gender: Female
Age: 57
Education Level: Ph.D.
Years in Education: 35
Years in CTE or Voc Ed: 8
Subject Taught: Math & Science
Type of District: Unified
Enrollment: 7,000
Number of Pathways: 3
Industry Sectors:2
B Gender: Female
Age: 54
Education Level: Ed.D.
Years in Education: 29
Years in CTE or Voc Ed: 26
Subject Taught: Agriculture Ed
Type of District: Unified
Enrollment: 53,000
Number of Pathways: 26
Industry Sectors:14
C Gender: Female
Age: 50
Education Level: M.A.
Currently enrolled in Ed.D.
program
Years in Education: 23
Years in CTE or Voc Ed: 10
Subject Taught: Business-Voc Ed
Type of District: Unified
Enrollment: 1,200
Number of Pathways: 7
Industry Sectors:6
D Gender: Female
Age: 53
Education Level: Ed.D.
Years in Education: 29
Years in CTE: 2
Subject Taught: APE, PE,
& Health
Type of District: Unified
Enrollment: 26,000
Number of Pathways: 22
Industry Sectors: 10
E Gender: Female
Age: 55
Education Level: M.A.
Years in Education: 16
Years in CTE: 2
Subject Taught: Student
Leadership, Yearbook
& Cheer
Type of District: Unified
Enrollment: 26,000
Number of Pathways: 17
Industry Sectors: 7

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Research Findings Pertaining to Research Question One
What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
When district level administrators were surveyed, they were given statements regarding
their involvement in the development of Career Technical Education programs. They were also
presented with statements regarding the effectiveness of CTE programs in preparing students to
be college- and-career ready, the importance of having knowledge of the CTE standards, and
using data to drive the decisions made regarding CTE program development. District level
administrators rated how much they agreed with the given statement on a 1-4 Likert scale, with a
1 being “strongly disagree” and a 4 being “strongly agree.” The statements given on the survey
that relate to this research questions were:
● CTE programs are effective in preparing students to be college- and-career ready.
● It is important to be knowledgeable about CTE standards.
● It is important to make data driven decisions regarding CTE program development.
Figure 4 shows the responses to these statements.
Ninety-seven percent of district-level administrators agreed that Career Technical
Education programs are effective in preparing students to be college- and-career ready. Of the
27 survey responses received, 30% agreed and 67% strongly agreed with this statement; only 3%
of district level administrators disagreed.
When addressing the second statement regarding the importance of being knowledgeable
about Career Technical Education standards, the results were very similar. Of the 27 survey
responses received, 33% agreed and 63% strongly agreed with this statement; only 4% of district
level administrators disagreed.
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Figure 4: Responses to Research Question One

One hundred percent of the administrators surveyed believed that it is important to make
data-driven decisions regarding Career Technical Education program development; 85% strongly
agreed with this statement, and 15% agreed.
In addition to the survey questionnaire, five administrators were interviewed individually
for about 25 minutes and asked open-ended questions about the role they play in the
development, implementation, and support of Career Technical Education programs. The
interview questions that pertain to research question one were as follows:
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● What role do you play in the development of Career Technical Education programs?
● What types of support do you provide school sites to facilitate the implementation and
sustainment of Career Technical Education programs?
● Who is involved in the hiring process for Career Technical Education teachers in your
district?
When asked what role they play in the development of CTE programs, the answers
varied. Administrator B oversaw the entire process for the CTE programs in her district
including school-site support, curriculum development, approval, and allocation of funds and
liaison for industry partners. The role of Administrator C was a bit different, she provided
support for other district administrators within her district, including directors and coordinators,
and for school-site administration and they work collaboratively on the different components of
CTE programs. The roles played by Administrators A and E were very similar; they helped
oversee funding and make sure that the district is compliant with grant requirements.
Administrator C is currently working on expanding CTE programs from the high school to the
middle school level. Administrator D is in a different role; she is in the process of taking over
the supervision of all CTE processes at the district level; in the past these processes were handled
at the school sites in that district. Administrator D shared, “I inherited CTE two years ago . . .
we used to have CTE programs run off site . . . [it] was a principal who took on additional duties
and a coordinator.” CTE was moved to the district level with the expansion of programs and
locations within that district.
The specific allocation of 2.6% of funds for students in grades 9-12 in the Local Control
Funding Formula enacted in 2013, has secured funding for Career Technical Education programs
(Taylor, 2013). These funds have changed the way CTE programs are managed and when
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complemented with additional funding sources, have allowed for updating and expansion of CTE
programs. It is evident in the data collected by this researcher, that school districts are at varying
places when it comes to the management and support being provided for CTE programs.
As far as providing support to school sites, Administrators A, B, C, and E reported
assisting the school sites with financial matters. Administrators A, C, and D reported providing
assistance with professional development. Administrator A reported, “teachers don’t like to be
out of their classroom. We try to attend meetings and bring back information so they don’t have
to come out of the class.” Administrator D specifically spoke about their current goal and need
to educate both Career Technical Education (CTE) and non-CTE staff on the purpose and
benefits afforded to students participating in CTE programs. During the interview she stated,
“I’m hoping [educating staff] will help shift the thinking from CTE being credit recovery to
thinking of it in more terms of a pathway. How do we make it shiny and meaningful so that kids
want to continue?”
Administrator D’s statement affirmed an existing misconception that CTE courses are not
as rigorous or important. Wonacott (2003) also expressed the need for a paradigm shift so that
staff recognizes that CTE programs provide an academic foundation, in combination with
technical and employability/soft skills, and knowledge that are essential for preparing students to
be successful for the 21st century.
Administrators D and E reported providing support to school sites with program
expansion. These administrators assisted with vertical articulation with both post-secondary
organizations for graduating seniors and with middle school articulation for incoming freshmen.
Administrator D invested lots of time promoting programs to students and parents.
Administrator D stated, “if we want [students] to have access, then we’ve got to promote [CTE
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programs].” Administrators A, B, C, and D reported assisting school sites with instructional
needs and staffing. Administrator B will “frequently serve as the ‘middle man’ between the CTE
teacher and other divisions to facilitate the completion of projects.” Administrator D stated that
it is her job as district administrator for CTE to look at job outlooks. “We then talk with site
leadership about what programs are out there and what’s the demand.” After that discussion
takes place, site and district administration work together in District D to find the right person to
teach. This leads us to the next question regarding their involvement in the hiring process.
When it comes to the hiring process for Career Technical Education teachers, the current
practice of District A was very hands-off and left that task to school-site administrators. Two
other Districts, B and E, have district- and school-site administrators work collaboratively along
with the CTE department chair to find the right CTE teachers for their programs. The remaining
two districts, C and D, practice an all-hands-on-deck approach and believe that hiring the right
person is so important that all stakeholders can and should be a part of the hiring process. When
discussing the hiring process, Administrator C stated, “Oh, it’s everyone. [Everyone is involved]
at different levels and in different ways.” The administrators in Districts C and D do lots of
networking within their communities and with industry partners to identify individuals who have
the skills needed to teach CTE courses. Administrator C stated, “it’s really us going out there
and finding out who has somebody, who knows somebody.” If school-site administrators and
CTE department chairs determine that those individuals are a right fit for the school site and their
needs, district administration steps in to facilitate the hiring process, including credentialing
needs.
It was a common theme among the participants that having the right teacher in the right
program is essential to the program’s success. All interviewees agreed that having the right
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teacher is integral for the success and continued existence of CTE programs. Administrator D
stated, “It’s not as easy as everyone thinks. They have to have industry experience, but they
better like kids.” It is evident that districts follow different practices to determine that fit.
Further research into the characteristics of effective CTE teachers may result in significant
findings. It is also recommended that future research be conducted to determine which supports
provided to CTE teachers by administration are beneficial and what additional supports they can
use.
Research Findings Pertaining to Research Question Two
What Career Technical Education programs have districts supported for
implementation?
The statements given to district administrators on the survey that relate to this research
question were:
● CTE programs in my district are articulated with postsecondary institutions.
● Articulation with postsecondary institutions encourages students to take CTE courses.
● Industry partners are beneficial in the development, implementation, and support of CTE
programs.
● There are internship opportunities available to CTE students in my district.
Eighty-nine percent of districts surveyed reported their CTE programs are articulated
with postsecondary institutions. Of the 27 survey responses received, 45% strongly agreed and
44% agreed with this statement; 11% of district administrators disagreed. When asked if the
articulation with postsecondary institutions encourages students to take CTE courses, 59%
strongly agreed and 26% agreed; 15% disagreed with that statement.
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When it came to industry partners being beneficial in the development, implementation,
and support of CTE programs, 85% strongly agreed and 11% agreed, while 4% disagreed. In
regard to internship opportunities available to CTE students, it was evident that this is an area of
need for several districts. Of the 27 survey responses received, 26% strongly agreed and 33%

Figure 5: Responses to Research Question Two

agreed that internship opportunities are available to CTE students in their district; 34% disagreed
and 7% strongly disagreed with this statement.
The interview questions asked pertaining to research question two were as follows:
● What CTE programs does your district offer?
● How were those CTE programs selected?
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● In a district with multiple schools, how do you decide which CTE programs to develop
where?
The number of pathways offered by a district varied significantly and ranged from three
to 26. The number of actual pathways is not yet clearly defined in all districts given that state
requirements and the definition of career pathway has changed recently. According to the new
school accountability system that is being developed, in order to have a pathway the district must
offer at least two courses, an introductory and capstone. Given that this information was recently
made available, districts are currently working on identifying and classifying courses to
determine which class sequences are truly a pathway.
When asked how those programs were selected, Administrators A, B, D, and E reported
that some of the existing programs “have been around forever.” Not all could confirm that those
programs originated from former vocational education programs, but that was the shared belief.
Administrators A, B, D, and E reported that the programs offered were selected based on the
availability and nearby location of industry partners. Administrator B specifically stated,
“decisions must be made based on industry needs.” Administrator D shared, “[our district]
selects programs based on what our Workforce Development Investment Board recommends,
which is based on workforce projections. Availability of local community support is also taken
into consideration.”
Administrators A, B, C, and D reported selecting programs based on teacher availability.
Administrator D said, “we believe in having the right person in the right seat on the bus. A
dynamic teacher sells [a program]. If you don’t have [a dynamic teacher], you don’t have much
of a program.” Administrators A, B, D, and E reported that the programs offered are in a large
part selected based on job outlook and industry needs. Administrator E shared, “as we grow or
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start to replace programs, we look at the industry sectors that are most relevant to our area and in
high demand.”
There were multiple comprehensive high schools in Districts B, C, D, and E. When
asked how they decide which CTE programs to develop where, administrators B, C, and E
reported that the decision is made based on the school site’s needs and interests. Administrator
C stated, “we set the expectation that [the schools] would have a CTE pathway for students and
then we let them come back and propose things to us.” Administrators B and D reported that the
decision is also heavily based on the availability of teachers and industry partners. Administrator
B stated, “the key to sustaining programs is a strong teacher and a nearby, involved industry
partner.” Those are the two key things District B identified and established when deciding where
to offer career pathways. District D took a different approach, “our former superintendent didn’t
want the same thing in every school. The former superintendent wanted each school to be
known for something.” Potential industry partners are identified and the search for the right
teacher is initiated in District D after they determine which program to implement where.
Further research regarding the respective roles that teachers and industry partners play in the
implementation of CTE programs may result in significant findings.
Conley and McGaughy (2012) explained that students must learn the process to transition
between institutions including postsecondary awareness and costs, the matriculation process,
their role and identity, career awareness, and self-advocacy. Articulations with postsecondary
institutions, collaboration with industry partners, and internship opportunities are all ways in
which students can learn the process to transition from high school to postsecondary education
organizations and workplaces. The information collected from administrators who participated
in the interviews corresponds with the findings in a study conducted by Castellano, Richardson,
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Sundell, & Stone (2015) which showed that students enrolled in CTE courses performed better
than their peers because of the context-based learning that occurs in those programs.
Furthermore, the articulation with industry partners prepares students to be college- and career-
ready by teaching them the soft skills needed to succeed and explicitly walking students through
the process of obtaining employment.
Research Findings Pertaining to Research Question Three
What resources do districts allocate to support Career Technical Education programs?
The statements given to district administrators on the survey that relate to this research
question were:
● In order to have an effective CTE program, financial resources must be allocated.
● In order to have an effective CTE program, resources must be invested in human capital.
● Students should learn using the same equipment and tools that are being used in the
industry.
● My district uses grant money to fund CTE programs.
● My district uses bond money to fund CTE programs.
● My district uses LCFF/LCAP funding to fund CTE programs.
● My district uses Perkins funds to fund CTE programs.
All survey participants agreed that financial resources must be allocated in order to have
an effective CTE program; 11% agreed and 89% strongly agreed with that statement. The
survey results were very similar regarding human capital, 15% agreed and 85% strongly agreed
that resources must be allocated in that area in order to have effective CTE programs. Twenty-
two percent of survey participants agreed and 78% strongly agreed that students should learn
using the same equipment and tools that are being used in the industry.
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As far as funding sources used, 96% of participants reported their district uses grant
money, 40% reported they use bond money, 85% reported their district uses Local Control
Funding Formula/Local Control Accountability Plan monies, and 96% of participants reported
their district uses Perkins funds to fund CTE programs.

Figure 6: Responses to Research Question Three

The interview questions asked pertaining to research question three were as follows:
● What types of resources do you allocate to support the development, implementation, and
support of CTE programs?
● What funding sources have you used for CTE programs in your district?
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All five administrators interviewed reported that their primary role was to provide
financial resources to support the development, implementation, and support of CTE programs.
The financial support provided was used for professional development for teachers and
purchasing supplies and equipment needed. When looking at funding sources used,
Administrator C responded “we use whatever we can get.” All five districts used grants,
including the Perkins grant. Administrators B, C, and E stated they used money out of the
general fund, and Administrators B, D, and E stated they used money from the Local Control
Funding Formula that is in alignment with their district’s Local Control Accountability Plan.
Administrators C and D reported that their districts were currently using bond money.
Administrator D reported that their district used money obtained from donations. These
donations have come from private donors and foundations.
Information collected from interviewees revealed that multiple sources of funding are
necessary, given that some CTE programs are expensive to create and maintain. Administrator C
stated, “we’re always looking for a variety of funding, we go after whatever we can.”
Furthermore, the restrictions that come with many of the funding sources force school districts to
use different sources to cover all areas needed for the development, implementation, and support
of CTE programs. Administrator C explained, “we have grants but we found that they are really
hard to use and maintain in small schools because they’re so tightly locked when it comes to
scheduling.” When one teacher needs to teach more than one subject because of enrollment, you
can’t always use the same funding source because of restrictions on funds. In these cases, you
seek other funding sources, like the general fund. It has been beneficial that the new Local
Control Funding Formula has earmarked an adjustment of 2.6% on the base grant that can be
used toward CTE programs (Taylor, 2013). Administrator D explained that the district she
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works for has about 2 million dollars set aside in LCAP because of the earmarked money. “This
helps significantly, but we still need additional money from bonds and grants to address facilities
and other program needs.”
Research Findings Pertaining to Research Question Four
What types of Career Technical Education programs have proven to be effective in
improving college- and career-readiness?
For purposes of this research, CTE is defined as courses that provide students with
challenging academic, technical, and employability/soft skills and knowledge they need to
prepare for further education and for careers in emerging and established professions. For that
reason, the following statements were used in the survey to determine the effectiveness of CTE
programs.
● CTE programs in my district are articulated with postsecondary institutions.
● Articulation with postsecondary institutions encourages students to take CTE courses.
● Industry partners are beneficial in the development, implementation, and support of CTE
programs.
● There are internship opportunities available to CTE students in my district.
Eighty-nine percent of the districts surveyed reported that their CTE programs are
articulated with postsecondary institutions. Of the 27 survey responses received, 45% strongly
agreed and 44% agreed with this statement; 11% of district administrators disagreed. When
asked if the articulation with postsecondary institutions encourages students to take CTE courses,
59% strongly agreed and 26% agreed; 15% disagreed with that statement.

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Figure 7: Responses to Research Question Four

When it came to industry partners being beneficial in the development, implementation,
and support of CTE programs, 85% strongly agreed and 11% agreed, while 4% disagreed. In
regard to internship opportunities available to CTE students, it was evident that this was an area
of need for several districts. Of the 27 survey responses received, 26% strongly agreed and 33%
agreed that internship opportunities are available to CTE students in their district; 34% disagreed
and 7% strongly disagreed with this statement.
The interview questions asked pertaining to research question four were:
● How do your CTE programs prepare students to be college- and-career ready?
● What types of CTE programs have proven to be effective in improving college- and
career-readiness?
● How do you determine if your programs are effective in preparing students for college
and career?
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● Does your district have articulation agreements for CTE courses with post-secondary
institutions?
● How do industry partners support the development, implementation, and support of CTE
programs in your district?
Administrators interviewed all stated that CTE programs prepare students to be college-
and-career ready by providing real-life settings for students to learn in. Administrator A reported
that CTE programs allow students to develop communication, collaboration, critical thinking,
and technical skills that allow them to become independent thinkers. Administrator A explained,
“that real life work experience is where students get the ability to understand what it
means to be on the job and learn those communication and collaboration skills. You can
get them in the classroom, but when you’re on the job it’s a completely different aspect.”

Administrator C stated that CTE programs allow students to make a connection between
something they are passionate about and a real-world industry where they can make a living off
of their passion. “Often times students have a passion for something but they don’t understand
that there usually is a career out there with it.” Another common characteristic was that CTE
programs allow students to explore a variety of jobs within a field that they were not aware
existed. Administrator C said, “CTE allows students to explore different components within the
industry, it really opens their eyes to potential opportunities for areas they are interested in.”
The information reported agrees with what Achieve, Inc. (2011), a nonprofit education
organization made up of bipartisan governors and business leaders dedicated to make college-
and career-readiness a priority for all students. According to Achieve, Inc., students are college-
and career-ready if they acquire content knowledge and skills in high school in English and
mathematics—including, but not limited to reading, writing communications, teamwork, critical
thinking, and problem solving—to be successful in any and all future endeavors. The
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information gathered from study participants verified that CTE programs prepare students to be
college- and-career ready in accordance with the necessary skills identified by Achieve, Inc.
When interview participants were asked what types of CTE programs have proven to be
effective in preparing students for college and careers, Administrators B and D reported that the
most effective programs are the ones with dynamic teachers. Administrator B stated, “teachers
build programs, programs do not build teachers.” Administrator D shared, “the dynamic teacher
sells it. If you don’t have that, you don’t have much of a program.” These ideas are in
accordance with the 2013 study conducted by Loera, Nakamoto, Oh, and Rueda when they found
that CTE teachers play a critical role in shaping students’ educational and career choices.
Administrators C, D, and E said that the most effective programs in improving college-
and career-readiness are the programs that keep students engaged. Administrator E said, “our
most successful programs are the ones where kids can actually make a connection . . . they
[students] stay engaged which leads them to being more successful overall.”
Administrators B, C, and D stated that the most effective programs in improving college-
and career-readiness are the ones that are connected to industry partners and provide students
internship opportunities. Administrator C shared, “when students do the internships, they’re
more motivated to pursue the career and feel like [they] can do it. It’s engaging for them in
school.” Industry partners and internships allow students to learn the soft skills needed in the
workplace along with the technical expertise taught in the classroom. Administrator B declared
that all CTE programs can be effective in improving college- and career-readiness when all 11
elements of a high quality CTE program are implemented.
This interview question asked the participating administrators how they determined if
their programs are effective in preparing students for college and careers. Administrators A, B,
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C, and D reported that there is no effective system in place for making this determination.
Administrator E stated that their district looks at the number of certifications awarded to students
in CTE programs and the credit awarded to students via college articulations as an indicator of
success. This administrator has just completed her first year in this position and is still learning
the different processes and requirements of CTE. Administrators A and E reported that they look
at class enrollment, attendance, and student grades to determine if students are being engaged
and to analyze student performance. Administrator D shared that the information used to
determine the effectiveness of CTE programs in her district is primarily anecdotal. “Alumni
return and share their accomplishments with staff and staff members share success stories as they
are related by others, not always the former students themselves.”
Community colleges are now providing high schools with information regarding their
alumni. The information provided allows high schools to analyze the level of college readiness
for their students who are now attending that community college; however the information
provided is not specific enough at this time to determine which students enrolled at the
community college or which secondary programs the students participated in. Administrator A
reported that they look to their industry partners for external validation and to determine if the
programs being offered at the site correspond with the industry’s expectations, needs, and
requirements. Administrator A shared,
we don’t do a good job following up with our graduates. We use a CTE evaluation tool
with our business round table [advisory board]. We get a chance to have the teachers
evaluate [programs] and have the industry professionals take a look at and ask questions
about what we do.

This dialogue with their advisory board allows the teachers and district to get external
validation for their programs and District A used that information to determine if their programs
are effective.
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Although Perkins money requires indicators of success, it does not establish standard
definitions or methodologies for collecting and measuring the indicators of performance (Dortch,
2012). For this reason, the Perkins performance data has been criticized for its lack of validity,
reliability, and consistency. Because of the lack of validity, reliability, and consistency,
programs are sometimes deemed to be of unproven quality, questions arise about the extent to
which CTE completers are prepared for college or careers, and it is difficult to assess CTE
student and program outcomes from a national perspective. Future research regarding methods
used to collect post-secondary data and the standardization of measuring performance indicators
will be beneficial to various educational agencies and may increase validity, reliability, and
consistency of data and CTE programs.
All five interview participants reported that their school district has articulation
agreements in place with community colleges. Interview data showed that articulation
agreements are not very successful within the districts studied. Administrator A reported that it
is a challenge for school districts to communicate the benefits of articulation agreements to all
stakeholders. Administrator A also reported that there are financial obstacles to acquiring
articulation agreements given that state-of-the-art equipment and technology is necessary to
teach some of the content required by the agreement. District A applied for an articulation
agreement for one of their pathways and has not been able to get it. “We still don’t have it.
Some of it is simply because of the level of equipment they have [at the college]. It’s hard to
make sure our students are adequately prepared with the equipment the school has.”
Administrator A stated that there is full support from the district to align the program with the
community college, but the money is not there to do so at this time.”
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Administrator C reported that although articulation agreements can be beneficial to
students, they can be a conflict of interest within the school district. Existing articulation
agreements are in place with community colleges, but as an educational institution the focus is
on getting students into four year institutions. Administrator C further shared, “we push students
toward a four-year college or university, so in that case it doesn’t necessarily help them.”
Administrator D reported that articulation agreements opened the doors to build bridges
between secondary and postsecondary institutions. Current changes in legislation and funding
for community colleges are now allowing for the fine tuning of transition practices and school
districts are beginning to shift toward offering dual enrollment courses rather than creating
articulation agreements. Administrator D stated, “we have articulation agreements, but the credit
doesn’t get counted until the students go to the college and test. We have not seen much success
with that. We’re moving more toward dual enrollment.”
The information collected in interviews provided a close look at how industry partners
support the development, implementation, and support of CTE programs. Administrator B
reported that industry partnerships are “the hardest CTE component to develop and sustain.”
“The degree of involvement varies and people employed by the business changes. Industry
partners are happy to help, but it is challenging to coordinate events and schedules at times.”
“Location is also difficult,” Administrator C shared; “we try to look at companies that are local
as there may be potential student internships.” Location is important, because transportation can
be an issue for high school students.
It was a common theme across districts that teachers are key in developing industry
partnerships given that they are commonly generated by teacher contacts. It was shared that
some industry partners are more engaged and involved than others. While some industry
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partners are very hands-off and say, “whatever you need, you let us know;” others are highly
involved with day-to-day operations. All participants’ employing districts receive Perkins
monies, therefore, all five have the required advisory boards in place which include their industry
partners.
In addition to serving on the Perkins required advisory board, industry partners also serve
on curriculum advisory boards that typically meet annually to confirm that the district’s
curriculum and teaching practices line-up with the current industry practices. It became evident
to this researcher that school organizations rely heavily on industry partners for external
validation and content and practice alignment. In addition to helping with curriculum and
practices, Administrators B, C, D, and E reported that industry partners help with a variety of
things that are beneficial to students and teachers including field trips, financial support in the
form of products, equipment or cash, serving as guest speakers, providing industry tours,
sponsoring internships, providing job shadow opportunities, facilitating mentorships, conducting
mock interviews, participating as panelists in discussions, conducting portfolio reviews,
sponsoring and/or participating in school and district events. Administrator D stated, “the kids
really, really like bringing in people from industry to just talk and tell them how it really is.”
Some industry partners also open their doors to teachers for externships and other
professional development opportunities. The role that industry partners play in the
implementation, development, and support of CTE programs is vital and makes the difference in
the success and effectiveness of the program. Administrator C reported that her district will
establish industry partnerships in the very initial stages of developing new career pathways to
ensure that the program is created to mirror the industry as closely as possible. Administrator C
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continued, “this practice ensures that our programs are lined up with the industry and our
students are adequately prepared.”
Summary and Discussion of Findings
This chapter included a presentation of the analysis of the survey instrument as well as
interviews with district-level administrators who oversaw Career Technical Education programs.
The first section analyzed the role of district administrators in developing CTE programs to
support college- and career-readiness; the second section analyzed which CTE programs districts
have supported for implementation; the third analyzed the resources allocated by districts to
support CTE programs; and the fourth analyzed the types of CTE programs that have proven to
be effective in improving college- and career-readiness. Each of the research questions were
broken down into pertaining statements that allowed for further analysis and was presented
through a survey in a Likert-scale manner. In addition to the survey responses, this chapter also
included information gathered from interviews with five district level administrators.
The data clearly indicated that Career Technical Education programs are effective in
preparing students to be college- and career-ready when they are implemented in an effective
manner. The role of the district administrator is to support site administrators and teachers by
identifying and providing financial resources, handling federal and state compliance
requirements, assisting with professional development for staff, and serving as a liaison for
industry partners and various sites. It is imperative that district administrators be knowledgeable
regarding CTE standards and that data-driven decisions are made.
The data also indicated that districts generally look to site administration to identify
programs for implementation. The programs selected will be dependent upon job outlook,
teacher availability, existing facilities, and industry partners. Although college articulations are
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taken into account when selecting programs for implementation, they are not major determinants.
The data showed that effective teachers and industry partners are key elements for program
implementation and sustainability.
The data showed that districts primarily allocate financial resources to support Career
Technical Education programs. These financial resources come from various sources and are
invested in facilities, curriculum, equipment, professional development, and human capital. It is
through the allocation of financial resources that new CTE programs can be developed and
implemented and existing programs can be supported.
The data also indicated that measuring the effectiveness of Career Technical Education
programs in improving college- and career-readiness is currently a challenge. Nevertheless, the
CTE programs that have proven to be effective are the ones that have a passionate teacher,
involved industry partners, and strong administrative support. The programs that have proven to
be effective in improving college- and career-readiness are those that allow students to connect
their passion to their education and career goals. The connection is made by teachers and
industry partners through engaging content, hands-on learning, and exposure to the industry.
These findings were presented in both narrative and table/graphic form. Further analysis
of the data is found in Chapter Five.

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CHAPTER FIVE: SUMMARY, RECOMMENDATIONS, AND CONCLUSION
Summary
Preparing students to be college- and career-ready is a complex process that requires
instruction in academic, technical, and soft skills. The implementation of Common Core State
Standards (California Department of Education, 2016c) in education presented a clear emphasis
on graduating students that are both college- and career-ready. This shift came as a result of
reports from postsecondary institutions that students were not graduating with the skills to be
successful in both college and careers. Secondary institutions have looked to implement
programs that incorporate teaching of the academic, technical, and soft skills identified as needed
in order to be college- and career-ready.
Many districts have expanded their course offerings and fine tuned their programs in
Career Technical Education to equip students with the skills they need to be college- and career-
ready. Articulations with postsecondary education organizations have opened communication
with secondary schools and facilitated an increase in academic rigor where needed.
Collaboration between school districts and industry partners has enabled secondary schools to
teach students using the same language and equipment the industry is using and has opened
doors for students to participate in their community and in some cases serve in internships in
their field of interest.
The expansion and fine tuning of programs comes with substantial cost. It is necessary
for school districts to allocate funds and invest resources into schools and human capital. The
new Local Control Funding Formula earmarks 2.6% of a district’s funds at the secondary level to
be used for programs that increase college- and career-readiness, however, additional resources
are needed. A variety of strategies and funds are used by school districts to help with the
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development, implementation, and support of Career Technical education programs including
general funds, bonds, grants, and private donations. School district administrators are tasked
with making data-driven decisions to determine how to allocate those resources efficiently.
Purpose of the Study
The purpose of this study was to examine the role of district administrators in allocating
resources and developing effective Career Technical Education programs and to analyze the
resources allocated by districts to support the implementation of CTE programs to improve
college- and career-readiness. School districts can use these findings to help determine which
CTE programs to implement and how to allocate resources efficiently. Site administrators can
use these findings as a resource to guide the development, implementation, and support of CTE
programs. Postsecondary organizations can use these findings to understand existing challenges
and how they can best assist secondary schools. Industry partners can use this information to
better understand the role they play and the opportunities they can afford school districts.
With this state purpose, the following research questions were used to guide this study:
1. What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
2. What Career Technical Education programs have districts supported for implementation?
3. What resources do districts allocate to support Career Technical Education programs?
4. What types of Career Technical Education programs have proven to be effective in
improving college- and career-readiness?
Methodology
This study was conducted using a mixed-methods approach. Quantitative data was
obtained through an online survey that consisted of CTE program statements ranked on a Likert
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scale. These surveys were sent to district-level administrators in selected school districts that
offer Career Technical Education programs and receive Perkins grant money. They responded to
a series of statements regarding their involvement in the development of CTE programs, the
effectiveness of CTE programs in improving college- and career-readiness and the allocation of
resources practiced in their school districts using a four point Likert scale. The research
questions were formulated based on the research study guidelines recommended by Creswell
(2014).
At the end of the quantitative survey, participants were asked if they would like to
participate in a 30-minute follow-up interview. The data collected from those interviews formed
the qualitative portion of the research. Participating district administrators were asked a series of
questions with the intent of acquiring data that was more in-depth. All interviewees were
informed that their responses would be kept confidential and anonymous.
Sample Population
District-level administrators who played a role in Career Technical Education programs
were selected for this study. Researchers sought administrators who had experience in
developing, implementing, and providing support for CTE programs. Researchers focused on
secondary-level programs. Participating district administrators were employed by either unified
or joint union high school districts, which ranged in size, location, and student demographics.
Participants in this study were randomly selected from a target population within Los
Angeles, Orange, Riverside, San Bernardino, San Diego, San Luis Obispo, Santa Barbara, and
Ventura Counties.
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Data Collection
Quantitative data came from an online survey that was sent to potential participants. An
email with an embedded link to the online survey was sent to administrators in 57 school districts
in July, 2017. The email contained an introduction, participation request, and the link to access
the survey. A letter was attached explaining the study in more detail. The data from the online
survey was later statistically analyzed. Qualitative data was obtained through interviews with
administrators who indicated in the online survey that they would like to participate in a follow-
up interview. Several administrators were willing to participate in the follow-up interview;
participants were selected based on availability in the window of time allocated for data
collection.
Key Findings
The key findings were based on the analysis of the data in Chapter Four.
First, in regard to the role of district administrators in developing Career Technical
Education programs to support college- and career-readiness, it was clear from the Likert scale
and interview questions that district administrators do the following:
1. Gather information needed to make data-driven decisions pertaining to CTE programs.
2. Provide support to school-site staff for development, implementation, and support of
CTE programs.
3. Allocate resources for curriculum and staff professional development.
4. Allocate funds for development, implementation, and support of CTE programs.
5. Serve as a liaison for postsecondary institutions, industry partners, and advisory boards.
6. Verify that district programs are compliant with requirements.
7. Assist in the hiring process for CTE teachers.
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These things are both practical and necessary to facilitate ongoing implementation of
effective Career Technical Education programs that support college- and career-readiness.
Secondly, as far as Career Technical Education programs supported for implementation,
the data collected showed the following:
1. There are several programs that have been in place for a long time and were potentially
started through former vocational education programs.
2. Newer programs have been selected based on job outlook and industry needs.
3. A key factor in implementing CTE programs that increase college- and career-readiness
is the availability of the right teacher.
4. Selection of programs is highly influenced by the availability of nearby industry partners.
5. Specific program selection is generally determined by school-site needs and interests.
The findings were common themes. There is a variation in the way that school districts
use existing facilities versus building new facilities. These variations tended to be based on
financial resources available.
Thirdly, when it came to the allocation of resources to support Career Technical
Education programs, the researcher found the following:
1. It was a unanimous belief that financial resources must be allocated to support CTE
programs.
2. A primary responsibility of district personnel is to find financial resources to support
CTE programs and allocate them effectively.
3. Multiple sources of funding are necessary for effective implementation of CTE programs.
4. Financial sources used included general funds, Local Control Funding Formula money,
grants, bonds, and private donations.
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5. The financial resources are invested in human capital, curriculum, and equipment and
facilities.
It was evident from the data collected the allocation of resources was a primary
responsibility of district administrators regardless of the size of their district and their financial
resources.
Finally, regarding the types of Career Technical Education programs that have proven to
be effective in improving college- and career-readiness the researcher found the following:
1. The most effective CTE programs in improving college- and career-readiness are the
ones that keep students engaged.
2. Articulations with post-secondary institutions increase rigor, but are not believed to be a
determining factor for students to enroll in CTE classes.
3. Industry partners are necessary in the development, implementation, and support of CTE
programs.
4. Programs that include opportunities for students to gain experience in work settings are
most effective in improving college- and career-readiness.
5. The most effective CTE programs include industry partners and internship opportunities
that line up with the career pathway that students are enrolled in.
District administrators reported that determining program effectiveness is a challenge at
this time. The majority of their existing information is qualitative in nature and is reported
sporadically. There is a need for more extensive data than what is currently being collected for
grant requirements in order to determine program effectiveness.
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Limitations
Participants were selected based on their availability during the limited amount of time
allotted for this study. A longer time frame would have allowed for the gathering of additional
data. The number of school districts offering Career Technical Education programs and their
geographic location limited access for the researcher. Limitations also included the ability to
gain access to district administrators to collect information and the ability and/or willingness of
district administrators to provide accurate responses to the questions asked. All of the data
collected was in the southern California region and may not be applicable to other regions and
states. Although Career Technical Education standards are national, their implementation may
vary by state.
Recommendations for Future Research
Although this study was well designed and resulted in significant findings, there is still a
need for further research into effectiveness of Career Technical Education programs in
improving college- and career-readiness. With this in mind, the following are suggestions for
future research:
1. Further research that expands the geographical boundaries of this study is necessary. The
additional research can validate the findings of this study and make the results more
generalizable to other programs outside of southern California.
2. Collaboration among district administrators, teachers, and industry partners are complex
phenomena. Additional research into the role of teachers and industry partners in the
implementation of CTE programs may result in significant findings.
3. Methods to measure program effectiveness was identified as an area of need. Further
research regarding performance indicators and systems to measure student success to
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determine the effectiveness of CTE programs in improving college- and career-readiness
may result in significant findings that would be beneficial to school districts,
postsecondary organizations, and industry partners.
Conclusion
This study adds to the body of literature pertinent to effective Career Technical Education
programs in improving college- and career-readiness. The research findings in this study are
consistent with previously published findings and provide information that facilitates and
supports the implementation of Career Technical Education programs. The findings can be used
by Local Educational Agencies seeking to improve student achievement and expand
opportunities for students to develop college- and career-readiness skills. Information obtained
through this study can also assist district administrators in determining allocation of resources
and developing support systems for their school site personnel. Furthermore, the research
findings from this study can be used to identify components of programs that have been
determined to be effective in preparing students for real-world settings and making them college-
and career-ready so that they can be used for future reference.

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94

Appendix A: Survey and Interview Questions
Pertaining to the Research Questions
Research Questions:
1. What is the role of district administrators in developing Career Technical Education
programs to support college- and career-readiness?
2. What Career Technical Education programs have districts supported for implementation?
3. What resources do districts allocate to support Career Technical Education programs?
4. What types of Career Technical Education programs have proven to be effective in
improving college and career readiness?
Research Question Pertaining Survey Statements Pertaining Interview Questions
1 1. CTE programs are effective
in preparing students to be
college- and career-ready.

8. What role do you play in the
development of Career Technical
Education programs?
1 2. It is important to be
knowledgeable about CTE
standards.
15. What types of support do you
provide school sites to facilitate
the implementation and
sustainment of CTE programs?

1 3. It is important to make data
driven decisions regarding CTE
program development.
16.Who is involved in the hiring
process for CTE teachers in your
district?

2 7. Articulation with
postsecondary institutions
encourages students to take
CTE courses.

9. What CTE programs does your
district offer?
2 8. Industry partners are
beneficial in the development,
implementation, and support of
CTE programs.

10. How were those CTE
programs selected?
95

2 9. CTE programs in my district
are articulated with
postsecondary institutions.
17. In a district with multiple
schools, how do you decide
which CTE programs to develop
where?

Research Question Pertaining Survey Statements Pertaining Interview Questions
2 10. There are internship
opportunities available to CTE
students in my district.

3 4. In order to have an effective
CTE program, financial
resources must be allocated.
14. What types of resources do
you allocate to support the
development, implementation,
and support of CTE programs?

3 5. In order to have an effective
CTE program, resources must
be invested in human capital.

18. What funding sources have
you used for CTE programs in
your district?
3 6. Students should learn using
the same equipment and tools
that are being used in the
industry.

3 11. My district uses grant
money to fund CTE programs.

3 12. My district uses bond
money to fund CTE programs.

3 13. My district uses
LCFF/LCAP funding to fund
CTE programs.

3 14. My district uses Perkins
funds to fund CTE programs.

4 7. Articulation with
postsecondary institutions
encourages students to take
CTE courses.

11. How do your CTE programs
prepare students to be college-
and career-ready?
96

4 8. Industry partners are
beneficial in the development,
implementation, and support of
CTE programs.

12. What types of CTE programs
have proven to be effective in
improving college- and career-
readiness?
4 9. CTE programs in my district
are articulated with
postsecondary institutions.
13. How do you determine if your
programs are effective in
preparing students for college and
career?
Research Question Pertaining Survey Statements Pertaining Interview Questions
4 10. There are internship
opportunities available to CTE
students in my district.
19. Does your district have
articulation agreements for CTE
courses with post-secondary
institutions?

4 20. How do industry partners
support the development,
implementation, and support of
CTE programs in your district?

97

Appendix B: Participant Letter

98

Appendix C: Survey Questions for District Administrators (Quantitative)

To what extent do you agree or disagree with the following:
(1=Strongly Disagree 2=Disagree 3=Agree 4=Strongly Agree)

*I am involved in the development of Career Technical Education programs.
Yes No

1. CTE programs are effective in preparing students to be college- and career-ready.
1 2 3 4
2. It is important to be knowledgeable about CTE standards.
1 2 3 4
3. It is important to make data driven decisions regarding CTE program development.
1 2 3 4
4. In order to have an effective CTE program, financial resources must be allocated.
1 2 3 4
5. In order to have an effective CTE program, resources must be invested in human capital.
1 2 3 4
6. Students should learn using the same equipment and tools that are being used in the
industry.
1 2 3 4
7. Articulation with postsecondary institutions encourages students to take CTE courses.
1 2 3 4
8. Industry partners are beneficial in the development, implementation, and support of CTE
programs.
1 2 3 4
9. CTE programs in my district are articulated with postsecondary institutions.
1 2 3 4
10. There are internship opportunities available to CTE students in my district.
1 2 3 4
11. My district uses grant money to fund CTE programs.
1 2 3 4
12. My district uses bond money to fund CTE programs.
1 2 3 4
13. My district uses LCFF/LCAP funding to fund CTE programs.
1 2 3 4
14. My district uses Perkins funds to fund CTE programs.
1 2 3 4
99

Appendix D: Interview Questions for District Administrators (Qualitative)
1. What is your age?
2. What is the highest education level you have completed?
3. How many years have you worked in education?
4. How many years have you worked in CTE or Vocational Education?
5. What did you teach before going into administration?
6. What school district are you employed by?
7. What is your job title?
8. What role do you play in the development of Career Technical Education programs?
9. What CTE programs does your district offer?
10. How were those CTE programs selected?
11. How do your CTE programs prepare students to be college- and career-ready?
12. What types of CTE programs have proven to be effective in improving college- and
career-readiness?

13. How do you determine if your programs are effective in preparing students for college
and career?

14. What types of resources do you allocate to support the development, implementation, and
support of CTE programs?

15. What types of support do you provide school sites to facilitate the implementation and
sustainment of CTE programs?

16. Who is involved in the hiring process for CTE teachers in your district?
17. In a district with multiple schools, how do you decide which CTE programs to develop
where?

18. What funding sources have you used for CTE programs in your district?
100

19. Does your district have articulation agreements for CTE courses with post-secondary
institutions?

20. How do industry partners support the development, implementation, and support of CTE
programs in your district?

Abstract (if available)

Abstract The purpose of this study was to examine the role of district administrators in allocating resources and developing effective Career Technical Education programs (CTE). This study also sought to analyze the resources allocated by districts to support the implementation of CTE programs to improve college- and career-readiness. More specifically, this study set out to determine: 1) the role of district administrators in developing CTE programs to support college- and career-readiness, 2) which CTE programs districts have supported for implementation, 3) the resources districts allocate to support CTE programs, and 4) the types of CTE programs that have proven to be effective in improving college- and career-readiness. This study implemented a mixed-methods approach and encompassed 27 districts across eight counties in southern California. Participants completed a Likert scale survey, five of these surveyed district-level administrators also participated in a structured interview. This study adds to the body of literature pertinent to effective CTE programs in improving college career readiness. The findings can be used by Local Educational Agencies seeking to improve student achievement and expand opportunities for students to develop college- and career-readiness skills. Study findings can also assist district administrators in determining allocation of resources and developing support systems for their school site personnel. Furthermore, the research findings can be used to identify components of programs that have been determined to be effective in preparing students for real world settings and making them college- and career-ready.

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Asset Metadata

Creator Quintero, Concepcion (author)

Core Title The role of district administrators in developing career technical education programs to assist students in becoming college- and career-ready

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/05/2018

Defense Date 01/29/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag administrator,career ready,career technical education,college career ready,college ready,community partners,industry partners,industry standards,leadership,OAI-PMH Harvest,resource allocation

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castruita, Rudy M. (committee chair), Garcia, Pedro E. (committee chair), Roach, John A. (committee member)

Creator Email concepcq@usc.edu,mscquintero@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-481058

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