Establishing a Model for Describing Secondary Enrollment Trends in Business Education
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| Language: | English |
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The Ohio State University / OhioLINK
2013
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1385398960 |
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English |
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NDLTD |
| topic |
Education business education career technical education enrollment trends |
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Education business education career technical education enrollment trends Sander, Kristina L. Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
| author |
Sander, Kristina L. |
| author_facet |
Sander, Kristina L. |
| author_sort |
Sander, Kristina L. |
| title |
Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
| title_short |
Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
| title_full |
Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
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Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
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Establishing a Model for Describing Secondary Enrollment Trends in Business Education |
| title_sort |
establishing a model for describing secondary enrollment trends in business education |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2013 |
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http://rave.ohiolink.edu/etdc/view?acc_num=osu1385398960 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu13853989602021-08-03T06:20:37Z Establishing a Model for Describing Secondary Enrollment Trends in Business Education Sander, Kristina L. Education business education career technical education enrollment trends Determining the status of business education in the state of Ohio is necessitated by non-quantifiable research statements that claim there has been a decline in business education enrollment on a national level. In addition, the valuable nature of business education is argued by many scholars and written about in numerous scholarly articles, yet business education finds itself on the sidelines of secondary (high school) curriculum. As no quantifiable research exists, this research study was designed to describe enrollment trends in business education in the state of Ohio for the school year ending 2006 through the school year ending 2012. Using publicly available data from the State of Ohio Department of Education gained through the Education Management Information System (EMIS), enrollment data was collected for all public schools in the state of Ohio for the school years described. Enrollment numbers were broken down by course codes (a total of 15), as prescribed by EMIS. Enrollment numbers were further broken down by race, gender and secondary grade level. Using JobsOhio’s geographic division of the state of Ohio based on Ohio’s diverse job markets, additional statistical evaluation about enrollment trends was conducted to draw conclusions about enrollment on a statewide basis. Using statistical analysis, determinations about statistically significant trends in enrollment (or lack of the same) were reached. For the seven (7) year period evaluated, very few statistically significant trends in enrollment were found. Courses with increasing or decreasing enrollment were identified, but in most cases, with slight or no statistical significance. Because of this lack of significance, further longitudinal studies related to trends in enrollment are recommended. Overall enrollment in business education courses is low compared to that of elective counterparts, namely noted by the increasing enrollment in Advanced Placement courses. Advocacy for business education is something that each and every business teacher training program must implement as part of their curriculum. Business educators must be more than classroom educators; they must be marketing personnel for their curriculum. Finally, maintaining business education curriculum that demonstrates rigor and relevance for all students is critical to the improvement of enrollment numbers in business education.Determining the status of business education in the state of Ohio is necessitated by non-quantifiable research statements that claim there has been a decline in business education enrollment on a national level. In addition, the valuable nature of business education is argued by many scholars and written about in numerous scholarly articles, yet business education finds itself on the sidelines of secondary (high school) curriculum. As no quantifiable research exists, this research study was designed to describe enrollment trends in business education in the state of Ohio for the school year ending 2006 through the school year ending 2012. Using publicly available data from the State of Ohio Department of Education gained through the Education Management Information System (EMIS), enrollment data was collected for all public schools in the state of Ohio for the school years described. Enrollment numbers were broken down by course codes (a total of 15), as prescribed by EMIS. Enrollment numbers were further broken down by race, gender and secondary grade level. Using JobsOhio’s geographic division of the state of Ohio based on Ohio’s diverse job markets, additional statistical evaluation about enrollment trends was conducted to draw conclusions about enrollment on a statewide basis. Using statistical analysis, determinations about statistically significant trends in enrollment (or lack of the same) were reached. For the seven (7) year period evaluated, very few statistically significant trends in enrollment were found. Courses with increasing or decreasing enrollment were identified, but in most cases, with slight or no statistical significance. Because of this lack of significance, further longitudinal studies related to trends in enrollment are recommended. Overall enrollment in business education courses is low compared to that of elective counterparts, namely noted by the increasing enrollment in Advanced Placement courses. Advocacy for business education is something that each and every business teacher training program must implement as part of their curriculum. Business educators must be more than classroom educators; they must be marketing personnel for their curriculum. Finally, maintaining business education curriculum that demonstrates rigor and relevance for all students is critical to the improvement of enrollment numbers in business education. 2013 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1385398960 http://rave.ohiolink.edu/etdc/view?acc_num=osu1385398960 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |