An Analysis of School Administrators, Counselors, and Teachers’ Perceptions of Technical College Dual Credit Programs in Secondary Education and Their Value of Those Programs in Secondary Education in Wausau, Wisconsin

Abstract

The purpose of this study is to determine the awareness and understanding of dual credit programming by teachers, counselors, and administrators at Wausau West High School, and how this informs their perceptions and influences dual credit student enrollment. The benefits of Career and Technical Education (CTE) are often overlooked because of the stigmas it has retained over the years. To better understand how the perceptions about CTE dual enrollment courses can impact the decisions about careers and higher education for students, this study explores these stakeholders' knowledge and understandings of the CTE courses offered. The researcher used a mixed methods research design, and a survey implemented it. The survey consisted of 15 questions that are a combination of short answers and a Likert scale. The data illustrates that counselors, teachers, and administrators have a positive perception of CTE dual enrollment courses at Wausau West High School because they prepare students for postsecondary education. Other results showed that there was a correlation between the positive perceptions of CTE and the future goals of students. Crucial conversations must be incorporated into high school so that all post-secondary pathways for students are explored.