Can technical education in high school smooth postsecondary transitions for students with disabilities?

Participation in Career Technical Education (CTE) programs has been proposed as a valuable strategy for supporting transition to independence among students with disabilities. We exploit a discontinuity created by admissions thresholds from a statewide system of CTE high schools. Our findings suggest attending CTE high schools has large positive effects on completing high school on time, employment, and earnings, including for individuals 22 years or older. Attending CTE schools also results in more time spent with non-disabled peers and higher 10th grade test scores. These results appear concentrated among male students, but the sample of female students is too small to support strong conclusions about outcomes. Notably, these estimates are for a system of CTE high schools operating at scale and serving students across a wide spectrum of disabilities, and the estimated effects appear broad based over disability type, time spent with non-disabled peers in 8th grade and previous academic..., The dataset combines three primary data sources. Student admission records come from the Connecticut Technical Education and Career System (CTECS), a statewide school district consisting of 16 high schools. Information on student achievement, demographics, high school graduation and college attendance come from administrative records maintained by the Connecticut State Department of Education (CSDE). Information on quarterly earnings and quarters with earnings come from the Connecticut State Department of Labor, through Connecticut’s P20Win process., , # Can Technical Education in High School Smooth Postsecondary Transitions for Students with Disabilities?

[https://doi.org/10.5061/dryad.qfttdz0r8](https://doi.org/10.5061/dryad.qfttdz0r8)

This readme file describes the various attached .do files and .csv files, and how to replicate the analysis in our paper. All .do files were run using Stata 17. Of course, all the analyses can also be run in the open-source software R, after converting the code in the do files. All the variables in the datasets included with the replication files are labeled to provide a description of the data. If you have any questions about these data or .do files, please contact [[e-mail]](mailto:[e-mail]).

**Restricted Use Data**

Our research relies on data protected by the Family Educational Rights and Privacy Act (FERPA), and as a result this data cannot be posted on-line or made freely available. Rather, an individual who wishes to replicate or extend this work would need to con...

职业技术教育（Career Technical Education, CTE）项目参与被提议为支持残疾学生向独立生活过渡的有效策略。本研究利用全州CTE高中系统的录取门槛所形成的断点开展分析。研究结果显示，就读CTE高中对学生按时完成高中学业、就业及收入均具有显著正向影响，这一效应同样适用于22岁及以上的群体。此外，就读CTE高中还能让学生与非残疾同伴相处的时间更长，且十年级考试成绩更高。上述结果似乎在男生群体中更为显著，但女生样本量过小，无法就其结局得出可靠结论。值得注意的是，本研究的估计基于规模化运营、服务覆盖各类残疾学生的CTE高中系统，且估计效应在残疾类型、八年级与非残疾同伴共处时长以及前期学业表现等维度上均具有广泛一致性……

本数据集整合了三类主要数据源：学生录取记录来自康涅狄格州技术教育与职业系统（Connecticut Technical Education and Career System, CTECS）——这是一个包含16所高中的全州学区；学生学业表现、人口统计学信息、高中毕业与大学入学数据来自康涅狄格州教育部（Connecticut State Department of Education, CSDE）维护的行政记录；季度收入及有收入季度的数据则通过康涅狄格州P20Win项目流程，从康涅狄格州劳工部获取。

# Can Technical Education in High School Smooth Postsecondary Transitions for Students with Disabilities?
[https://doi.org/10.5061/dryad.qfttdz0r8](https://doi.org/10.5061/dryad.qfttdz0r8)

本说明文件介绍了随附的各类.do文件与.csv文件，以及如何复现论文中的分析流程。所有.do文件均通过Stata 17运行，当然，也可将.do文件中的代码转换后，在开源统计软件R中完成全部分析。复现文件附带的数据集中的所有变量均已标注，以说明数据含义。若您对这些数据或.do文件有任何疑问，请联系 [[e-mail]](mailto:[e-mail])。

**受限使用数据**
本研究依托受《家庭教育权利与隐私法案》（Family Educational Rights and Privacy Act, FERPA）保护的数据开展，因此该数据集无法在线发布或免费公开。任何希望复现或拓展本研究的人员，均需……