Although prior studies have examined the influence of career and technical education (CTE) on high school completion in the United States, few studies provided direct empirical evidence on how it worked. Using the High School Longitudinal Study of 2009 (HSLS:2009), this study examined public high school students’ CTE experience from three integral aspects (coursework, career and technical student organizations, and work-based learning) and investigated whether these experiences influenced high school on-time completion through school engagement. Results indicated that CTE coursework had the strongest positive influence on on-time completion. Mediating effects of selected school engagement variables existed for most CTE activities. Directions for future research are provided.

尽管以前的研究已经研究了职业和技术教育（CTE）对美国高中毕业的影响，但是很少有研究提供有关其工作方式的直接经验证据。本研究使用2009年的《高中纵向研究》（HSLS：2009），从三个整体方面（课程工作，职业和技术学生组织以及基于工作的学习）研究了公立中学生的CTE经历，并调查了这些经历是否影响了高通过参与学校准时完成学业。结果表明，CTE课程对准时完成的影响最大。大多数CTE活动都存在选定的学校参与变量的中介效应。提供了未来研究的方向。