Vanderbilt University:
Causal Impact of Attending a Career-Technical High School on Student Achievement, High School Graduation, and College Enrollment
About the Research Study
The research team is working with the Connecticut Technical High School System (CTHSS), a quasi-independent public school district of choice that comprises 16 high schools where all students take CTE coursework in lieu of other electives. Within these CTE programs, students must take at least three (and often take more) aligned courses, all focused on the selected program of study. Using an application process that scores students and admits them in descending order, the research team is working with CTHSS and the Connecticut State Department of Education (CSDE) to estimate the causal effects of being admitted to and attending these schools.
The study leverages student-level application data maintained by CTHSS and merges the data with CSDE administrative data, including linkages to the National School Clearinghouse records on postsecondary education. The research team is working jointly to estimate the causal effects of CTHSS attendance to deepen understanding of the programs’ impacts and to inform state and local policy related to CTE funding and program availability.
Study period: 4 years (7/1/2016–6/30/2020)
This project is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180511 to Vanderbilt University.
About the Research Team
The research team is a collaboration between researchers at Boston College and the University of Connecticut, in partnership with the Connecticut Technical High School System and the Connecticut State Department of Education.
Causal Impact of Attending a Career-Technical High School on Student Achievement, High School Graduation, and College Enrollment
Team Members
Shaun M. Dougherty, Ed.D.
Associate Professor of Public Policy & Education
Boston College
