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

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  • Brian A. Jacob
  • Michael D. Ricks

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.

Suggested Citation

  • Brian A. Jacob & Michael D. Ricks, 2023. "Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability," NBER Working Papers 31756, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:31756
    Note: CH ED LS PE
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    More about this item

    JEL classification:

    • I0 - Health, Education, and Welfare - - General
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J01 - Labor and Demographic Economics - - General - - - Labor Economics: General
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies

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