The Association Between Career and Technical Education and Implications for Programming and Attendance for Secondary School Students

In the 2005/2006 school year in Canada, the dropout rate for secondary school students in isolated communities was 47% higher than the national average. Currently, little research has sought to determine factors contributing to student dropout rates in isolated communities. To inform educators about the connection between career and technical education courses and secondary school attendance rates, this mixed methods study was constructed using Gardner's multiple intelligence theory as a theoretical framework. The research question sought to determine how career and technical education programming can increase secondary school student attendance rates. This study was also conducted to uncover through the voices of the participants, the students' perception of career and technical education programming and the connection between attendance rates and student enrollment in career and technical education courses. The researcher collected quantitative data through student attendance reports and student responses on a survey questionnaire, while qualitative data was collected through student interviews. The key results of the study were that secondary school students attended school more frequently while enrolled in career and technical education programming and they perceived an increased level of engagement and motivation through participation in career and technical education courses. The implications for positive social change include an increase in the understanding of the implications of integrating career and technical education programming for secondary school students in the Northwest Territories in order to increase student academic success and graduation rates.