Selected Career and Technical Education Teachers' Perceptions of the No Child Left Behind Act (Public Law 107-110): An Exploratory Study

Abstract

The need for higher numerical literacy, communication, and interpersonal skills in the workplace has grown over the past decade and will continual to grow (Brand, 2003). Economic and labor market trends that will influence the federal government’s role in career and technical education (CTE) include the changing nature of work that requires higher numerical literacy, and technical skill levels. Nearly half (46%) of all employers reported difficulty in hiring qualified workers during 2001, and close to a third (29%) believe they will experience difficulty in hiring in future years (Dixon, Duke; Storen, and Van Horn, 2002). More jobs now require some postsecondary education but not necessarily a 4-year degree. While approximately 33 percent (National Center on Educational Statistics, 2001) of adults receive a bachelor’s degree, the remainder needs other avenues and choices to gain the technical and occupational skills and further education to be successful in the workforce.