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Vol.1 , No. 2, Publication Date: May 31, 2018, Page: 30-35
 coherent sequence enrollment of students in special education and students in poverty differed from the 2013-2014 school year to the 2014-2015 school year. Data included approximately 900 schools for students in special education and approximately 1,400 schools for students in poverty. Inferential statistical analyses revealed that CTE coherent sequence graduates statistically significantly increased from the 2013-2014 school year to the 2014-2015 school year. The increase in CTE coherent sequence graduates is most likely attributable to the implementation of Texas HB-5 in the 2014-2015 school year. Implications of our findings and recommendations for further research were discussed.&picture=http://www.aascit.org/aascit/decorators/img/journal/932.jpg)
| [1] | Kayse Lee Lazar, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
The purpose of this study was to examine the extent career and technical education (CTE) coherent sequence enrollment of students in special education and students in poverty differed from the 2013-2014 school year to the 2014-2015 school year. Data included approximately 900 schools for students in special education and approximately 1,400 schools for students in poverty. Inferential statistical analyses revealed that CTE coherent sequence graduates statistically significantly increased from the 2013-2014 school year to the 2014-2015 school year. The increase in CTE coherent sequence graduates is most likely attributable to the implementation of Texas HB-5 in the 2014-2015 school year. Implications of our findings and recommendations for further research were discussed.
Keywords
CTE Coherent Sequence graduates, Special Education, Students in Poverty, Texas HB-5
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