000			01704nam a2200181 4500
003			OSt
005			20241219111538.0
008			241219b |||||||| |||| 00| 0 eng d
100			_aJay Plasman
245			_aSTEM Pathway and College Progression: The Link Between Engineering CTE and Postsecondary Outcomes for Students With Learning Disabilities
300			_aP.398-421
520			_aDespite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.
654			_alearning disability _acareer and technical education _aSTEM _apostsecondary education
700			_aDesmond Myles
773	0		_0125276 _9110874 _dNew Delhi Sage Publisher _oJP434 _tExceptional Children _x0014-4029
942			_cJA
942			_2ddc
999			_c130688 _d130688