Career and Technical Education (CTE) has a long and rich history of achievementamong diverse populations. Two recent events have added to the complexity of CTE.First, the accountability movement forces traditional programs to show growth andachievement with students. Accountability trends affect the content and delivery ofalmost all programs. Perhaps more significantly, measureable performance isincreasingly becoming tied into program funding with CTE programs. Second, whileCTE in general has enjoyed a long history in secondary education, an emergingsubcomponent is gaining attention. Information Technology (IT) classes have beenpresent in secondary institutions for over 30 years. Business, industry, and governmentorganizations, however, have been actively searching for more standardized programsthat deliver a full supply of highly skilled, IT capable individuals. Over 1000 ITcertifications exist, many available at the secondary level (Randell & Zirkle, 2005).Traditionally, most IT training has occurred in technical and other post-secondaryacademic institutions. Recent pressures, however, are forcing certification requirementsdownward to secondary institutions. Career and college readiness standards, as well asnational, state, and local accountability initiatives are influencing many aspects of highschool certification programs. Little is known, however, about the short and long termeffectiveness of these programs and with what populations. It is the purpose of this studyto examine the primary and secondary effects of IT certification curricula on the selfefficacy of a diverse sample of high school IT certification students.v
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Preparing students for post-secondary success : exploring the efficacy of an information technology certification program.
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