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DTSTART:20251102T020000
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DESCRIPTION:Brian Jacob\, Walter H. Annenberg Professor of Education Policy
  and professor of public policy\, economics\, and education\, University o
 f Michigan\, will present "Why Choose Career Technical Education? Disentan
 gling Student Preferences from Program Availability" as part of the CPR Se
 minar Series.Abstract:This paper presents the first evidence of how studen
 ts make career technical education (CTE)&nbsp\;course-taking decisions. Am
 ong the universe of Michigan high-schoolers we find large disparities&nbsp
 \;in CTE access and participation by gender\, race\, and income. We decomp
 ose participation&nbsp\;gaps between supply (access) and demand (preferenc
 es) with a simple discrete choice model.&nbsp\;We find that student prefer
 ences for CTE content drive participation gaps by gender\, inequities&nbsp
 \;in access drive gaps by income\, and school-level supply and demand fact
 ors combine to create&nbsp\;the gaps by race. Policy simulations highlight
  the importance of accessible CTE delivery&nbsp\;models within comprehensi
 ve high schools.
DTEND:20231102T210000Z
DTSTAMP:20260414T190524Z
DTSTART:20231102T193000Z
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SUMMARY:CPR Seminar Series: Brian Jacob
UID:RFCALITEM639117759242411272
X-ALT-DESC;FMTTYPE=text/html:<p>Brian Jacob\, Walter H. Annenberg Professor
  of Education Policy and professor of public policy\, economics\, and educ
 ation\, University of Michigan\, will present "Why Choose Career Technical
  Education? Disentangling Student Preferences from Program Availability" a
 s part of the CPR Seminar Series.</p><p><strong>Abstract:</strong></p><p>T
 his paper presents the first evidence of how students make career technica
 l education (CTE)&nbsp\;<span style="background-color: initial\; font-fami
 ly: inherit\; font-size: inherit\; text-align: inherit\; text-transform: i
 nherit\; word-spacing: normal\; caret-color: auto\; white-space: inherit">
 course-taking decisions. Among the universe of Michigan high-schoolers we 
 find large disparities&nbsp\;</span><span style="background-color: initial
 \; font-family: inherit\; font-size: inherit\; text-align: inherit\; text-
 transform: inherit\; word-spacing: normal\; caret-color: auto\; white-spac
 e: inherit">in CTE access and participation by gender\, race\, and income.
  We decompose participation&nbsp\;</span><span style="background-color: in
 itial\; font-family: inherit\; font-size: inherit\; text-align: inherit\; 
 text-transform: inherit\; word-spacing: normal\; caret-color: auto\; white
 -space: inherit">gaps between supply (access) and demand (preferences) wit
 h a simple discrete choice model.&nbsp\;</span><span style="background-col
 or: initial\; font-family: inherit\; font-size: inherit\; text-align: inhe
 rit\; text-transform: inherit\; word-spacing: normal\; caret-color: auto\;
  white-space: inherit">We find that student preferences for CTE content dr
 ive participation gaps by gender\, inequities&nbsp\;</span>in access drive
  gaps by income\, and school-level supply and demand factors combine to cr
 eate&nbsp\;<span style="background-color: initial\; font-family: inherit\;
  font-size: inherit\; text-align: inherit\; text-transform: inherit\; word
 -spacing: normal\; caret-color: auto\; white-space: inherit">the gaps by r
 ace. Policy simulations highlight the importance of accessible CTE deliver
 y&nbsp\;</span><span style="background-color: initial\; font-family: inher
 it\; font-size: inherit\; text-align: inherit\; text-transform: inherit\; 
 word-spacing: normal\; caret-color: auto\; white-space: inherit">models wi
 thin comprehensive high schools.</span></p>
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