{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4758"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4758","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators","abstract":"This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.","abstract_html":"This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001.","abstract_has_math":false,"creators":["Mooneyham, Mary Charlotte Shepherd"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Allen, Jeff M.","Henson, Robin K.","Walker, J. Michelle","Tyler-Wood, Tandra L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05","date_published":"2005-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Vocational education -- Texas.","Technical education -- Texas.","Academic achievement -- Texas.","Texas Assessment of Academic Skills.","Vocational school students -- Texas.","TAAS exit-level tests","graduation rates","Career and Technical Education","CATE effectiveness"],"languages":["English"],"rights":["Public","Copyright","Mooneyham, Mary Charlotte Shepherd","Copyright is held by the author, unless otherwise noted. 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CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators"]}]}],"canonical_facts":{"dc:contributor":["Allen, Jeff M.","Henson, Robin K.","Walker, J. Michelle","Tyler-Wood, Tandra L."],"dc:creator":["Mooneyham, Mary Charlotte Shepherd"],"dc:date":["2005-05"],"dc:description":["This study examined the relationship between Career and Technical Education (CATE) and the Academic Excellence Indicator System (AEIS), the measure of school and learner success in Texas. CATE, an established program, traditionally encourages student achievement and perpetuates best educational practices. AEIS data was collected by the Texas Education Agency. In addition, a survey was used to measure CATE effectiveness and the relationship between effectiveness and AEIS performance. Two-factor mixed repeated measures ANOVAs were used to observe group differences over time. CATE and non-CATE exit level TAAS scores for reading and math at the district level were analyzed for 2000, 2001, and 2002. CATE students had higher group means but there was not statistical significance indicating that CATE students performed as well as non-CATE. Two-factor mixed repeated measures ANOVAs were also used for analysis of differences at the district level for attendance, dropout rates, and graduation rates. There were higher group means for attendance for CATE students and there was also statistical significance indicating that CATE students attended more often then non-CATE students. There was a lower group means for dropout rate and there was also statistical significance between groups over time. This was an inverse relationship indicating that CATE students dropped out less often then non-CATE students at a statistically significant level. The graduation rate analysis showed a higher group mean for CATE students but not statistical significance. CATE students graduated at the same rate as the non-CATE group. Pearson's r was used to correlate the relationship of the effectiveness of CATE programs with AEIS results. There was no statistical significance for reading and math TAAS exit-level tests with CATE effectiveness scores. Again there was no statistical significant relationship between CATE effectiveness and attendance and graduation. However there was statistical significance between CATE program effectiveness and dropout correlation for 2001."],"dc:format":["Text"],"dc:identifier":["oclc: 62033100","doi: 10.12794/metadc4758","https://digital.library.unt.edu/ark:/67531/metadc4758/","ark: ark:/67531/metadc4758"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Mooneyham, Mary Charlotte Shepherd","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Vocational education -- Texas.","Technical education -- Texas.","Academic achievement -- Texas.","Texas Assessment of Academic Skills.","Vocational school students -- Texas.","TAAS exit-level tests","graduation rates","Career and Technical Education","CATE effectiveness"],"dc:title":["The Relationship Between Career and Technical Education and Texas Assessment of Academic Skills and Other Academic Excellence Indicators"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}