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ERIC Number: ED671459
Record Type: Non-Journal
Publication Date: 2023
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The Promise of P-TECH: Examining Impacts of a CTE-Focused Dual Credit School Model. Policy Brief. No. 2
Levi Johnson; Angela Crevar; J. Jacob Kirksey
Center for Innovative Research in Change, Leadership, and Education
The good news? Texas is growing. In 2022, Texas joined California to be only the second U.S. state with a population of over 30 million people. The bad news? Texas is growing. More specifically, the Texas labor market is growing. One strategy to improve career readiness is the creation of Pathways in Technology Early College High Schools (P-TECH). Texas P-TECHs are four-to-six-year programs specifically designed to connect a high school with its regional workforce needs, to embed workplace-centric educational experiences, and provide traditionally disadvantaged students with pathways to obtaining postsecondary and/or industry-recognized credentials for free. The authors studied the effect of implementing the P-TECH model on a series of student outcomes using the Synthetic Control Method. For each model displayed, the authors compared the effect of the P-TECH model against estimates of a synthetically created comparison school that represents Texas P-TECH schools had they not implemented the model. The effects on outcomes prior to high school graduation and looks at postgraduation outcomes are presented.
Center for Innovative Research in Change, Leadership, and Education. Texas Tech University, College of Education, 3002 18th Street, Room 168, Lubbock, TX 79409. Tel: 806-834-2923; e-mail: circle.educ@ttu.edu; Web site: https://hdl.handle.net/2346/88837
Publication Type: Reports - Evaluative
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE)
Identifiers - Location: Texas
Grant or Contract Numbers: N/A
Author Affiliations: N/A