Murray State Theses and Dissertations

Abstract

Career and Technical Education (CTE) has become an increasingly important component of Kentucky’s educational accountability system and workforce development initiatives. Despite expanded emphasis on career readiness and technical skill attainment, limited research has examined long-term trends in CTE readiness across Kentucky public high schools. The purpose of this quantitative, non-experimental, longitudinal study was to examine trends in CTE readiness indicators from 2011 through 2025. Human Capital Theory and Social Capital Theory provided the conceptual framework. Publicly available data from the Kentucky Department of Education School Report Card, KYStats, Supplemental Career and Technical Education reports, and other Kentucky Department of Education accountability publications were analyzed. A random sample of 100 Kentucky public high schools was selected, and descriptive statistical analyses examined statewide, regional, and pathway trends. Findings indicated overall improvement in many CTE readiness indicators, although trends varied by reporting period and measure. Industry-recognized certifications, apprenticeships, co-op experiences, and work-based learning participation generally increased, while regional analyses revealed differences in participation across workforce regions. Pathway analyses demonstrated continued strength in healthcare-related pathways, growth in workforce-aligned pathways, stability among agricultural pathways, and declines in some traditional program areas. These findings contribute to the limited body of Kentucky-specific CTE research and may inform educational policy, resource allocation, and equitable access to high-quality Career and Technical Education opportunities throughout the Commonwealth.

Year manuscript completed

2026

Year degree awarded

2026

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Kristie Guffey

Committee Member

Katelynn Mollett

Committee Member

Whitney York

Document Type

Dissertation

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