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American Educational Research Journal
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Section on Teaching, Learning, and Human Development

Rigor and Relevance: Enhancing High School Students’ Math Skills Through Career and Technical Education

James R. Stone, III

National Research Center for Career and Technical Education, University of Louisville

Corinne Alfeld

National Institute for Work and Learning, Academy for Educational Development

Donna Pearson

National Research Center for Career and Technical Education, University of Louisville

Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today’s high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology, business and marketing, health, and information technology). The model includes a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly assigned to an experimental (n = 59) or control (n = 78) group. The experimental teachers worked with math teachers to develop CTE instructional activities that integrated more mathematics into the occupational curriculum. After 1 year of the math-enhanced CTE lessons, students in the experimental classrooms performed equally on technical skills and significantly better than control students on two standardized tests of math ability (TerraNova and ACCUPLACER®).

Key Words: achievement • instructional practices • high schools • career and technical education • mathematics education • professional development

This version was published on September 1, 2008

American Educational Research Journal, Vol. 45, No. 3, 767-795 (2008)
DOI: 10.3102/0002831208317460
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