Exploring the Role and Effects of High School Advising on CTE Students' Transition to Postsecondary Education and the Workforce
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| Title: | Exploring the Role and Effects of High School Advising on CTE Students' Transition to Postsecondary Education and the Workforce |
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| Language: | English |
| Authors: | Julie A. Edmunds, Christine Mulhern, Brian Phillips, Rachel Rosen, John Sludden, James Kemple, Bryan C. Hutchins, Emma Alterman, Cassie Wuest, RAND Corporation, MDRC, New York University, Research Alliance for New York City Schools |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H190036 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Postsecondary Education Higher Education |
| Descriptors: | High School Students, Academic Advising, Vocational Education, Postsecondary Education, Labor Force, Career Counseling, Career Readiness, Student Participation, Educational Quality, School Size, College Choice, Student Characteristics |
| Geographic Terms: | New York (New York), North Carolina |
| Abstract: | This paper presents a synthesis of three collaboratively conducted studies exploring the relationship between career-focused advising and the postsecondary transition with an emphasis on students enrolled in Career and Technical Education (CTE). The studies included a survey administered to high school seniors in New York City schools, an impact study of career coaches in North Carolina, and a qualitative study looking at implementation of advising in New York City and North Carolina. Key themes coming from the three studies included: 1) postsecondary transition advising is a schoolwide phenomenon; 2) the content and intensity shifts over a student's time in high school; 3) advising tends to focus more on college with less attention paid to career opportunities except in settings with an explicit career emphasis; 4) students with more advantaged backgrounds tend to participate in advising at higher levels; 5) higher participation in advising is associated with an increase in CTE-related activities; 6) college-focused advising is associated with higher enrollment in four-year schools while career-focused advising is associated with higher enrollment in two-year and lower enrollment in four-year institutions; and 7) additional research on how advising outcomes differ by student characteristics is needed. This article also summarizes key methodological takeaways about doing research related to advising. [This paper was created by the Early College Research Center, UNC Greensboro.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED661559 |
| Database: | ERIC |
| Abstract: | This paper presents a synthesis of three collaboratively conducted studies exploring the relationship between career-focused advising and the postsecondary transition with an emphasis on students enrolled in Career and Technical Education (CTE). The studies included a survey administered to high school seniors in New York City schools, an impact study of career coaches in North Carolina, and a qualitative study looking at implementation of advising in New York City and North Carolina. Key themes coming from the three studies included: 1) postsecondary transition advising is a schoolwide phenomenon; 2) the content and intensity shifts over a student's time in high school; 3) advising tends to focus more on college with less attention paid to career opportunities except in settings with an explicit career emphasis; 4) students with more advantaged backgrounds tend to participate in advising at higher levels; 5) higher participation in advising is associated with an increase in CTE-related activities; 6) college-focused advising is associated with higher enrollment in four-year schools while career-focused advising is associated with higher enrollment in two-year and lower enrollment in four-year institutions; and 7) additional research on how advising outcomes differ by student characteristics is needed. This article also summarizes key methodological takeaways about doing research related to advising. [This paper was created by the Early College Research Center, UNC Greensboro.] |
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