New York State Alternate Assessment (NYSAA): Career and Technical Education (CTE) Concentrator Effect on School-to-Work Transition

Abstract

The purpose of this mixed-method multiple-case study was to investigate the connection between career and technical education (CTE) programs and the school-to-work (STW) transition for students with disabilities who are assessed under the New York State Alternate Assessment (NYSAA). Employing a mixed-methods multiple case study approach, the researcher aimed to determine the moderating role of teacher industry experience and the effects of hands-on CTE learning on the NYSAA STW outcome. The findings revealed that aspects, such as work placements, visits, and guest speakers, are common practices that foster students for real life careers. The research findings also revealed that students with disabilities should have more hands on experience and the corresponding assistance. However, several limitations were observed regarding teacher training and many of the CTE teachers do not seem to have any practical experience in the industry. This study is beneficial to CTE programs for NYSAA students because it revealed how the CTE curricula should be improved to incorporate relevant skills and transition plans. The implications for policy and practice highlighted the need for STW transition of enhancing equitable access to quality work-based learning and teacher professional development programs for at-risk youth.