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Can Technical Education in High School Smooth Postsecondary Transitions for Students with Disabilities?

Author

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  • Eric Brunner
  • Shaun Dougherty
  • Stephen Ross

Abstract

Participation in Career Technical Education (CTE) programs has been proposed as a valuable strategy for supporting transition to independence among students with disabilities. We exploit a discontinuity created by admissions thresholds from a statewide system of CTE high schools. Our findings suggest attending CTE high schools has large positive effects on completing high school on time, employment, and earnings, including for individuals 22 years or older. Attending CTE schools also results in more time spent with non-disabled peers and higher 10th grade test scores. These results appear concentrated among male students, but the sample of female students is too small to support strong conclusions about outcomes. Notably, these estimates are for a system of CTE high schools operating at scale and serving students across a wide spectrum of disabilities, and the estimated effects appear broad based over disability type, time spent with non-disabled peers in 8th grade and previous academic performance.

Suggested Citation

  • Eric Brunner & Shaun Dougherty & Stephen Ross, 2024. "Can Technical Education in High School Smooth Postsecondary Transitions for Students with Disabilities?," NBER Working Papers 32867, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:32867
    Note: CH ED EH
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    More about this item

    JEL classification:

    • I14 - Health, Education, and Welfare - - Health - - - Health and Inequality
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education

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