dc.contributor.author	Flowers, Joe, Jr.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2014-2016	en_US
dc.date.accessioned	2021-08-25T12:57:35Z
dc.date.available	2021-08-25T12:57:35Z
dc.date.issued	2021-07
dc.identifier.other	BCA03C9D-A4ED-D3BC-4586-86B5FAD7097A	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4994
dc.description.abstract	Career Technical and Agricultural Education (CTAE) provides opportunities for learners to participate in academic rigorous, engaging, and career readiness courses to meet the workforce demands for the twenty-first century, to persist and succeed in graduation from high school, and to earn specialized skills. The State of Georgia lags behind national four-year cohort graduation rates. This mixed-method study employed a qualitative historical component and a quantitative Graduation Rate Model based on human capital theory. The purpose of the study is to offer insights by exploring the historical evolutionary impacts of major American federal and Georgia state legislation on education and human capital from the founding of the nation to the present. Also, the purpose of the study is to analyze The State of Georgia high school four-year cohort graduation rate relationships and mean scale scores and differences of learners designated as CTAE concentrators and Non-CTAE concentrators using four locales (town, rural, suburban, and city), for the State of Georgia 179 school districts, and from 48 school districts or locales, with twelve each randomly selected school district locales, applicable to Academic Years 2014-2016. There was a p-value of < 0.05 to test quantitative hypotheses. Findings were that American federal and the State of Georgia legislation impacted education and human capital. Twelfth grade CTAE concentrator graduates had higher mean scale scores than Non-CTAE concentrator graduates in all school district locales. CTAE concentrator graduates had higher mean differences than Non-CTAE concentrator graduates in all school district locales. Suburban school district locales tended to have higher mean graduation rate scores than other school district locales. Program Types and School District Locales lacked significant interactions. Keywords: High School Graduate, Student Graduation Rate, CTAE Concentrator, Non-CTAE Concentrator, Locale Type, Human Capital Theory	en_US
dc.format.extent	1 electronic document, 198 pages. 2554715 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	High school graduates	en_US
dc.subject	High school graduates--Rating of	en_US
dc.subject	Technical education	en_US
dc.subject	Agricultural education	en_US
dc.subject	Career education	en_US
dc.subject	Human capital	en_US
dc.subject	Georgia	en_US
dc.title	Legislation Impacts upon Georgia High School Learners’ Success	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Dewar College of Education and Human Services of the Valdosta State University	en_US
dc.description.advisor	Waugh, C. Keith
dc.description.committee	Ott, Kenneth
dc.description.committee	Wright, Diane
dc.description.degree	Ed.D.	en_US
dc.description.major	Adult and Career Education	en_US