Essays on Workforce Development
Essays on Workforce Development
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151444
- ISBN
- 9798382776507
- DDC
- 379
- 저자명
- Gable, Alexis.
- 서명/저자
- Essays on Workforce Development
- 발행사항
- [Sl] : Harvard University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 184 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Terry Long, Bridget.
- 학위논문주기
- Thesis (Ph.D.)--Harvard University, 2024.
- 초록/해제
- 요약Since its introduction in the early 1900s, the codification of vocational education has made explicit that one purpose of the American public education system should be preparation for the workforce. Over three-quarters of high school students participate in present-day career and technical education, nearly half of undergraduate degrees conferred are sub-baccalaureate degrees, and almost 3 million individuals have accessed over 70,000 publicly-funded training programs in the past 5 years. In recent years, states have placed a renewed effort on workforce training, and on a national level, employers frequently reference a "skills gap" between the skills necessary for work and the skills that workers possess. Despite high levels of participation and growing consensus that this training benefits both participants and employers, relatively little is known about how the US education and training system at various levels prepares people for the workforce.In this dissertation, I analyze this preparation at three levels. The first paper aims to understand between- and within-school differences in high school career and technical education course offerings, engagement, and college-going. The second paper measures the impact of a policy aimed at increasing dual enrollment access and smoothing the pipeline to community colleges on participation, college enrollment, and college completion. The third paper describes access to the system of workforce training options, both within and outside of institutions of higher education, for adults with high school diplomas but without bachelor's degrees. I situate each paper with the knowledge that low-income, Black, and Latino workers are most likely to participate in workforce training.This work broadens workforce development research by providing a robust description of training across an entire state (Papers 1 and 2) and across the US (Paper 3). It also deepens this research by analyzing equity in access to various types of training, as well as outcomes from participation. These findings have important state- and federal-level policy implications and school-level practice implications for policymakers and practitioners seeking to expand access or target funding to workforce training.
- 일반주제명
- Education policy
- 일반주제명
- Statistics
- 일반주제명
- Vocational education
- 키워드
- Dual enrollment
- 키워드
- Course offerings
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017161782
■00520250211151444
■006m o d
■007cr#unu||||||||
■020 ▼a9798382776507
■035 ▼a(MiAaPQ)AAI31296346
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379
■1001 ▼aGable, Alexis.▼0(orcid)0009-0006-2200-7571
■24510▼aEssays on Workforce Development
■260 ▼a[Sl]▼bHarvard University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a184 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Terry Long, Bridget.
■5021 ▼aThesis (Ph.D.)--Harvard University, 2024.
■520 ▼aSince its introduction in the early 1900s, the codification of vocational education has made explicit that one purpose of the American public education system should be preparation for the workforce. Over three-quarters of high school students participate in present-day career and technical education, nearly half of undergraduate degrees conferred are sub-baccalaureate degrees, and almost 3 million individuals have accessed over 70,000 publicly-funded training programs in the past 5 years. In recent years, states have placed a renewed effort on workforce training, and on a national level, employers frequently reference a "skills gap" between the skills necessary for work and the skills that workers possess. Despite high levels of participation and growing consensus that this training benefits both participants and employers, relatively little is known about how the US education and training system at various levels prepares people for the workforce.In this dissertation, I analyze this preparation at three levels. The first paper aims to understand between- and within-school differences in high school career and technical education course offerings, engagement, and college-going. The second paper measures the impact of a policy aimed at increasing dual enrollment access and smoothing the pipeline to community colleges on participation, college enrollment, and college completion. The third paper describes access to the system of workforce training options, both within and outside of institutions of higher education, for adults with high school diplomas but without bachelor's degrees. I situate each paper with the knowledge that low-income, Black, and Latino workers are most likely to participate in workforce training.This work broadens workforce development research by providing a robust description of training across an entire state (Papers 1 and 2) and across the US (Paper 3). It also deepens this research by analyzing equity in access to various types of training, as well as outcomes from participation. These findings have important state- and federal-level policy implications and school-level practice implications for policymakers and practitioners seeking to expand access or target funding to workforce training.
■590 ▼aSchool code: 0084.
■650 4▼aEducation policy
■650 4▼aStatistics
■650 4▼aVocational education
■653 ▼aDual enrollment
■653 ▼aWorkforce development
■653 ▼aVocational education
■653 ▼aWorkforce training
■653 ▼aCourse offerings
■690 ▼a0458
■690 ▼a0510
■690 ▼a0747
■690 ▼a0463
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0084
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161782▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
