Then and Now: Depicting a Changing National Profile of STEM Career and Technical Education Coursetakers
*Names in bold indicate Presenter
Given the timing of two recent NCES datasets before and after the policy reauthorization, in combination with the identified benefits of applied STEM coursework (Author et al., 2014; Author et al., 2016; Bozick & Dalton, 2013; Dougherty, 2016; Sublett, 2016), we have a unique opportunity to explore the changing landscape of applied STEM in secondary schools and observe which students are in position to benefit from these changes.
We found that students in the class of 2013 were more likely to participate in applied STEM coursework. We also found that females and students with disabilities were more likely to participate in applied STEM coursework, though they did not necessarily complete more units of applied STEM.
There are several implications from these findings. First, federal policy efforts to increase access to CTE seem to be succeeding. Second, states should continue to explore options to align local policies with federal policies surrounding CTE. Finally, further policy updates should continue to work to address gaps experienced by underrepresented groups.