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    No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Catarro, Albert F.
    Advisor
    Gross, Steven Jay
    Committee member
    Shapiro, Joan Poliner
    Partlow, Michelle Chaplin, 1941-
    DuCette, Joseph P.
    Farley, Frank
    Department
    Educational Leadership
    Subject
    Educational Leadership
    Career and Technical Education
    Career Education
    Cte
    Nclb
    No Child Left Behind
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2670
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2652
    Abstract
    This qualitative case study is designed to document the impact of No Child Left Behind (NCLB) on career and technical education (CTE) in Pennsylvania. The research was conducted utilizing a qualitative case study protocol on two specific CTE Centers in the suburban Philadelphia area. The study centered on the following question. Has compliance to the accountability components of NCLB impacted the delivery of secondary education in CTE centers in the Pennsylvania? The study identified the changes that have occurred to selected CTE centers in the NCLB era. The assessment mandates of federal policy NCLB are narrowly focused in academic curriculum. The data used to answer the questions was accumulated through interviews with facility staff and the examination of archival records at the two specific centers to be researched. This study determined the impacts of NCLB on the facilities. The impacts included; decreased enrollment, increased academic and testing focus, reduction in technical budgets, increase in academic budgets, increase of special education students, staff changes for the increase of academic areas, morale issues, program changes, shifts in staff development, facility changes, negative publicity and public image due to academic reporting in the media. Questions for future study. What are the costs, financial and opportunity related to the reduction in CTE for increased academics? How many students have been denied the opportunity of attending or completing CTE programs? Why there isn't an alignment of NCLB and IDEA goals? What is the emotional impact to our students who keep getting told they are below basic? The conclusion from this study suggests that the public education system in this country needs to be more centered on actual student outcomes and preparing students with marketable skills and not based on the narrow focus of academic test scores.
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