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Quality Inputs to Career Technical Education and Affected Labor Outcomes

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dc.contributor.advisorThompson, Jeffrey Pen
dc.creatoren
dc.date.accessioned2017-06-13T17:57:52Zen
dc.date.available2017-06-13T17:57:52Zen
dc.date.created2017en
dc.date.issueden
dc.date.submitted01/01/2017en
dc.identifier.otherAPT-BAG: georgetown.edu.10822_1043993.tar;APT-ETAG: ca0b1cc602ac3367e5b4d9ee7143eafd; APT-DATE: 2017-10-31_16:44:17en-US
dc.identifier.urien
dc.descriptionM.P.P.en
dc.description.abstractCurrent evaluations of career technical education (CTE) programs seeking to assess labor outcomes for individuals are missing a generalizable model of program quality. Studies either focus on differences between CTE participants and those who do not participate or on specific, non-generalizable program effects. Using broad quality measures developed in a paper published by the Metropolitan Policy Center at Brookings as well as ACS and CPS survey data, this study seeks to assess whether the established program quality metrics used by Brookings hold for CTE programs and hold when applied to a broad population study.en
dc.formatPDFen
dc.format.extent53 leavesen
dc.languageenen
dc.publisherGeorgetown Universityen
dc.sourceGeorgetown University-Graduate School of Arts & Sciencesen
dc.sourcePublic Policy & Policy Managementen
dc.subjectCareer Technical Educationen
dc.subjectIncomeen
dc.subjectJob Outcomesen
dc.subjectLabor Force Participationen
dc.subject.lcshPublic policyen
dc.subject.otherPublic policyen
dc.titleQuality Inputs to Career Technical Education and Affected Labor Outcomesen
dc.typethesisen
dc.identifier.orcid0000-0001-6238-8950en


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