Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability

Brian A. Jacob and Michael Ricks

No 31756, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: This paper presents the first evidence of how students make career technical education (CTE) course-taking decisions. Among the universe of Michigan high-schoolers we find large disparities in CTE access and participation by gender, race, and income. We decompose participation gaps between supply (access) and demand (preferences) with a simple discrete choice model. We find that student preferences for CTE content drive participation gaps by gender, inequities in access drive gaps by income, and school-level supply and demand factors combine to create the gaps by race. Policy simulations highlight the importance of accessible CTE delivery models within comprehensive high schools.

JEL-codes: I0 I20 I21 I28 J01 J08 (search for similar items in EconPapers)
Date: 2023-10
New Economics Papers: this item is included in nep-dcm, nep-lab and nep-ure
Note: CH ED LS PE
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