The purpose of this study was to assess perceptions of Michigan superintendents and curriculum directors regarding the viability of career technical education (CTE) programs with the inception of the Michigan Merit Curriculum (MMC) a standardized curriculum infused with four years of math and science. Superintendents and curriculum directors are in a position to address questions regarding the continuation of CTE programs with the introduction of the MMC because they are faced with increased accountability and decreased funding.
Principals and curriculum directors completed a survey that obtained information on their personal and professional characteristics, as well as perceptions of the viability of CTE education. Perceptions were analyzed on the basis of (a) curriculum integration, (b) feasibility, (c) continuation of programs in their perspective school districts, (d) and community support to understand the relationship between the implementation of the MMC and the implications and support for the continuation of CTE programs.
Findings of this study include: the MMC is too specialized towards college prep; CTE programs will be continued in their districts, CTE programs did not necessary have the same rigor as students enrolled in the MMC. Participants from school districts with high socioeconomic statuses are more likely to have more positive perceptions regarding the feasibility and integration of CTE into the MMC. The majority of superintendents and curriculum directors indicated that CTE classes can help at-risk students complete high school successfully. In addition, most of the superintendents and curriculum directors disagreed that the implementation of the Michigan Merit Curriculum would result in increased drop out rates. Additional research is needed to determine the long-term effects of the MMC on graduation and drop out rates. The outcomes of this research could provide information that could lead to better integration of CTE into the academic curriculum.
