The study examined the college and career readiness (CCR) results of a persistently low achieving (PLA) high school located in rural Kentucky. The study included a quantitative analysis examining the statistical role of career and technical education (CTE) in the Kentucky accountability system for high schools. The study assessed student results on academic and technical assessments required by the state's accountability model for CCR as reported for the 2012 and 2013 school years. Frequencies and independent sample t-tests were utilized.
The absence of significant statistical differences between preparatory students, those completing two credits and enrolled in the third credit in a CTE pathway, and non-preparatory students can be viewed as a positive outcome, an educational victory. Preparatory students can be equal contributors to the high school's CCR accountability. A fraction of a point can keep a school from being labeled PLA (now referred to as priority schools). Therefore, it is critical for administrators to ensure every student receives an opportunity to become college and/or career ready.
The study also brings to light the increased emphasis and importance of career and technical education and the role it plays in helping high schools reach their college and career readiness goals. Kentucky's new model assigns the same point value to career readiness as it does college readiness making the stakes greater than ever before for CTE as it is solely responsible for the career readiness portion of CCR in the state.
","abstract_html":"<p>The study examined the college and career readiness (CCR) results of a persistently low achieving (PLA) high school located in rural Kentucky. The study included a quantitative analysis examining the statistical role of career and technical education (CTE) in the Kentucky accountability system for high schools. The study assessed student results on academic and technical assessments required by the state's accountability model for CCR as reported for the 2012 and 2013 school years. Frequencies and independent sample t-tests were utilized. </p> <p>The absence of significant statistical differences between preparatory students, those completing two credits and enrolled in the third credit in a CTE pathway, and non-preparatory students can be viewed as a positive outcome, an educational victory. Preparatory students can be equal contributors to the high school's CCR accountability. A fraction of a point can keep a school from being labeled PLA (now referred to as priority schools). Therefore, it is critical for administrators to ensure every student receives an opportunity to become college and/or career ready. </p> <p>The study also brings to light the increased emphasis and importance of career and technical education and the role it plays in helping high schools reach their college and career readiness goals. Kentucky's new model assigns the same point value to career readiness as it does college readiness making the stakes greater than ever before for CTE as it is solely responsible for the career readiness portion of CCR in the state.   </p>","abstract_has_math":false,"creators":["Floyd, Linda Smith"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:25Z","subjects":["Accountability","Area Technology Center","Career and Technical Education","CCR","College and Career Readiness","CTE","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright 2014 Linda Smith Floyd"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/260","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Floyd, Linda Smith"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accountability","Area Technology Center","Career and Technical Education","CCR","College and Career Readiness","CTE","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2014 Linda Smith Floyd"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/260"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study examined the college and career readiness (CCR) results of a persistently low achieving (PLA) high school located in rural Kentucky. The study included a quantitative analysis examining the statistical role of career and technical education (CTE) in the Kentucky accountability system for high schools. The study assessed student results on academic and technical assessments required by the state's accountability model for CCR as reported for the 2012 and 2013 school years. Frequencies and independent sample t-tests were utilized.
The absence of significant statistical differences between preparatory students, those completing two credits and enrolled in the third credit in a CTE pathway, and non-preparatory students can be viewed as a positive outcome, an educational victory. Preparatory students can be equal contributors to the high school's CCR accountability. A fraction of a point can keep a school from being labeled PLA (now referred to as priority schools). Therefore, it is critical for administrators to ensure every student receives an opportunity to become college and/or career ready.
The study also brings to light the increased emphasis and importance of career and technical education and the role it plays in helping high schools reach their college and career readiness goals. Kentucky's new model assigns the same point value to career readiness as it does college readiness making the stakes greater than ever before for CTE as it is solely responsible for the career readiness portion of CCR in the state.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Impact Of Career And Technical Education On College And Career Readiness In Kentucky"]}]}],"canonical_facts":{"dc:creator":["Floyd, Linda Smith"],"dc:description.abstract":["The study examined the college and career readiness (CCR) results of a persistently low achieving (PLA) high school located in rural Kentucky. The study included a quantitative analysis examining the statistical role of career and technical education (CTE) in the Kentucky accountability system for high schools. The study assessed student results on academic and technical assessments required by the state's accountability model for CCR as reported for the 2012 and 2013 school years. Frequencies and independent sample t-tests were utilized.
The absence of significant statistical differences between preparatory students, those completing two credits and enrolled in the third credit in a CTE pathway, and non-preparatory students can be viewed as a positive outcome, an educational victory. Preparatory students can be equal contributors to the high school's CCR accountability. A fraction of a point can keep a school from being labeled PLA (now referred to as priority schools). Therefore, it is critical for administrators to ensure every student receives an opportunity to become college and/or career ready.
The study also brings to light the increased emphasis and importance of career and technical education and the role it plays in helping high schools reach their college and career readiness goals. Kentucky's new model assigns the same point value to career readiness as it does college readiness making the stakes greater than ever before for CTE as it is solely responsible for the career readiness portion of CCR in the state.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/260"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2014 Linda Smith Floyd"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Accountability","Area Technology Center","Career and Technical Education","CCR","College and Career Readiness","CTE","Educational Assessment, Evaluation, and Research"],"dc:title":["Impact Of Career And Technical Education On College And Career Readiness In Kentucky"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:25Z"}