Abstract The ink from the reauthorization of the Perkins Act – the federal policy governing career and technical education (CTE) – in the summer of 2018 is still fresh. This much-needed update builds upon some of the major tenets of the 2006 version, including emphases on increasing the participation of low-income students in CTE and encouraging CTE coursework that focuses on building math and science skills while also providing technical skills for participation in high-skill, high-demand careers. Using two nationally representative datasets, in between which the 2006 Perkins Act was reauthorized, we explore whether there were any observable differences in participation in these math and science based CTE courses by low-income students over time. Implications are discussed.

中文翻译：

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趋势：低收入学生跨学科STEM职业和技术教育参与的探索

摘要2018年夏季，重新批准《珀金斯法》（联邦关于职业和技术教育的联邦政策）的内容仍然鲜活。此急需的更新以2006年版本的一些主要原则为基础，其中包括强调增加低收入学生对CTE的参与，并鼓励CTE课程工作侧重于建立数学和科学技能，同时还提供参与CTE的技术技能。高技能，高需求的职业。我们使用两个具有全国代表性的数据集（在这两个数据集中对2006年的《珀金斯法案》进行了重新授权），探讨了随着时间的推移，低收入学生在参加这些基于数学和科学的CTE课程方面是否存在可观察到的差异。讨论了含义。