Some may expect the students to live in college dorms, while others commute. Some start in 9th grade and begin the student recruitment process in middle school, while others are only open to juniors and seniors. The schools that offer these types of programs do so at no charge to the student. No money is exchanged at all.
Co-op programs allow students to explore different careers while building their resume, soft skills, and work experience. From skilled trades to office jobs to medical, anything you can think of is offered.
Many different local companies work with the school in offering co-op positions. Each have different requirements, from hours worked per week through maintaining a certain grade point average while involved with the co-op. These students are able to go out into the workforce armed with the type of work experience necessary for success. College co-ops are different in many ways, particularly because the student also earns a paycheck.
Find Training for Your Next Career! Connect now with local schools. Zip Code. Career Guide. Requirements for these vary by state. Students can take foreign language classes. Most four-year colleges require two years of foreign language in high school. If your child is enrolled in vocational education, these classes should be built into his day. Another thing to consider is how well graduates of the program do after high school. There are a number of questions to ask to find out how well the program prepares students for life after high school:.
Vocational education is directly tied to what your child might pursue after high school. Help your child think about possible careers. In a quality vocational program, students take all standardized tests and classes their district requires. This makes them eligible for a standard diploma. As part of your research, ask about job placement and what types of colleges the graduates attend.
Share Vocational education in high school: What you need to know. Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. At a Glance Vocational education can be academically rigorous and prepare kids for college. States differ in how they offer vocational education. Program requirements and the credentials students graduate with also vary by state. There are three standard models:.
Self-contained schools that are separate from the traditional high school. Figure Percentage of nonbaccalaureate postsecondary students majoring in vocational fields, by program area: Program enrollment varied significantly by institution type table Students at private proprietary; private, nonprofit 4-year; and public 2- to 3-year institutions were more likely to major in business than students at public 4-year institutions.
In contrast, students at public vocational-technical institutes and private proprietary schools were much more likely to major in trade and industry than students at all other postsecondary institutions. Vocational Concentration and Specialization at the Secondary Level The NAVE found that concentrating one's vocational coursetaking resulted in higher earnings, especially if students entered training-related jobs. About 24 percent of high school graduates were vocational "concentrators," earning 3 or more credits in a single occupational program, and about 8 percent of graduates were vocational "specialists," earning 4 or more credits in a single program with at least 2 of these credits beyond the introductory level tables 34 and Lack of focused coursetaking was not restricted to the vocational curriculum.
The majority of high school graduates 60 percent failed to meet the criteria for either the college preparatory or vocational specializations figure 5 and table Figure Percentage of public high school graduates, by area of specialization.
While graduates were more likely to complete at least one course in business than in any other occupational area, they were more likely to concentrate in trade and industry programs.
Specifically, 10 percent of high school graduates earned 3 or more credits in trade and industry, while 8 percent earned this number of business credits table Nearly half of all vocational concentrators concentrated in the trade and industry curriculum, although business was the most frequent vocational concentration among college preparatory graduates.
Technical and communications and health programs had the fewest concentrators among all graduates, perhaps due to a lack of available courses. The disparity between a high level of coursetaking and low level of concentration in business and in technical and communications may be due to students electing not to concentrate in these areas. The NAVE attributed the disparity to many students seeking computer-related coursework through these programs rather than specific occupational preparation.
In fact, 20 percent of high school graduates who earned 8 or more vocational credits and about 25 percent of those who earned 4 or more occupationally specific credits did not take a single occupational course above the introductory level table Among all graduates, twice as many took introductory occupational courses as took advanced ones 75 percent compared with 35 percent. Vocational concentrators in marketing were more likely than concentrators in other program areas to take advanced courses in their area of concentration 86 percent of marketing concentrators took advanced marketing courses table Sex and race-ethnicity were related to differences in participation in vocational education at both the secondary and postsecondary levels.
Secondary Level High school vocational course-taking patterns differed for males and females. Male graduates in earned about one-third more occupationally specific credits, while female graduates earned almost twice as many consumer and homemaking education credits table 4. Furthermore, the percentages of males and females completing at least one occupational course differed significantly in all program areas except marketing table In particular, males in were more than twice as likely to complete at least one course in agriculture and in trade and industry, while females were more than twice as likely to complete at least one course in health and in occupational home economics figure 6.
Figure Percentage of public high school graduates completing one or more courses in occupational programs by program area, by sex. Between and , there was little increase in the percentage of students participating in occupational programs that were nontraditional for their sex table Rather, the gap narrowed because of a drop in participation for males.
Moreover, the gap in participation for males and females remained about the same in agriculture, health, and occupational home economics. However, while females in were more than one and a half times as likely as males to participate in business, this gap narrowed significantly by The patterns of vocational concentration for males and females were similar to those for coursetaking tables 34 and Males were more likely than females to be vocational concentrators and specialists, while females were more likely to be in the college preparatory track.
Additionally, males were more likely to concentrate in agriculture, trade and industry, and technical and communications, while females were significantly more likely to concentrate in business, health, and occupational home economics. Native Americans appeared to earn above average numbers of vocational and occupationally specific credits, and Asians below average numbers of these credits, although these differences were not statistically significant possibly due to the small sample sizes for these groups table 4.
Native American graduates also appeared both to concentrate and specialize in vocational education at above average rates, although these differences were once again not statistically significant tables 34 and However, Native Americans had higher than average rates of concentration in trade and industry programs, and lower than average rates in programs offering computer coursework, including business and technical and communications. White, 29 black, 30 and Hispanic graduates differed little from the overall pool of high school graduates in terms of the numbers of vocational and occupationally specific credits they earned and their rates of concentration and specialization.
These groups also exhibited no consistent patterns of over- or underparticipation in specific occupational programs. Postsecondary Level The majority 57 percent of nonbaccalaureate postsecondary students in were female table In fact, females represented the majority of the student populations at five of the six types of postsecondary institutions in the study, with the exception of public vocational-technical institutes, where males and females participated at similar rates.
This enrollment pattern was reflected among students who reported majoring in vocational programs, with the majority 54 percent of all vocational majors being female. Females were in the minority among vocational majors at public 4-year institutions only. Most 74 percent nonbaccalaureate postsecondary students in were white table However, the racial-ethnic composition of students varied markedly by institution type. While three-quarters or more of nonbaccalaureate students at public and private 4-year institutions, public 2- to 3-year institutions, and public vocational-technical institutes were white, more than 40 percent of private proprietary students were from a minority group.
Black nonbaccalaureate students reported majoring in vocational education at above average rates, with almost two-thirds of this racial-ethnic group majoring in a vocational program area in comparison with about half of all students table Even after controlling for socioeconomic background, the NAVE found that black postsecondary students were more likely than all other groups to major in vocational areas.
Secondary Level Public high school graduates in who were members of special populations were generally more likely than other graduates to participate in vocational education overall and in occupationally specific education.
Graduates in lower socioeconomic quartiles; students with disabilities, lower grade point averages, and greater numbers of accumulated remedial credits; and both student parents and expecting students were more likely to participate than other students. In addition, they generally earned greater numbers of vocational and occupationally specific credits than their counterparts who were not members of special populations table 5 and figure 7.
Limited-English proficient graduates participated at roughly equal rates as English proficient graduates in vocational education and occupationally specific education and earned roughly similar numbers of credits in these curricula. Figure Average number of credits accumulated by public high school graduates in occupationally specific courses, by special population status.
Members of most special population groups were also more likely than other graduates to concentrate and specialize in vocational education tables 35 and Students in lower socioeconomic quartiles and students with disabilities, lower grade point averages, and greater numbers of accumulated credits in remedial coursework were more likely than other students to be both vocational concentrators and specialists.
Limited-English proficient students were more likely than their English proficient counterparts to be vocational concentrators. Special population students were somewhat less likely than other graduates to concentrate in programs offering exposure to computer coursework table Students in lower socioeconomic quartiles and students with lower grade point averages and greater numbers of accumulated credits in remedial coursework were more likely than their economically and academically advantaged counterparts to concentrate in occupational home economics and trade and industry.
Students with disabilities were more than twice as likely as nondisabled students to concentrate in trade and industry, and were less likely to concentrate in technical and communications. Additionally, students accumulating greater numbers of credits in remedial coursework were less likely than other students to concentrate in business.
However, students in lower socioeconomic quartiles were more likely than their more affluent counterparts to concentrate in business. Postsecondary Level Economically disadvantaged students and unmarried students with dependents were more likely to report a vocational major than other nonbaccalaureate postsecondary students, but academically disadvantaged and disabled students were no more likely to do so table Specifically, during the academic year, nonbaccalaureate postsecondary students from families in lower socioeconomic quartiles were more likely to report majoring in a vocational program than students from affluent families.
Additionally, unmarried students with dependents were more likely than all other groups to major in vocational education. In contrast, there was no consistent relationship between grade point average and majoring in vocational education, and disabled students were no more likely than their nondisabled peers to report a vocational major. Incarcerated Persons Section of the Perkins Act called upon the Department of Education to report information on the participation of incarcerated persons in vocational education.
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