Date of Award

Spring 5-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Salvatore Terrasi, PhD

Second Advisor

John Ciesluk, EdD

Third Advisor

Jason DeFalco, EdD

Abstract

This mixed methods study examined the effectiveness and equity of vocational high school admissions in Massachusetts, focusing on an oversubscribed regional vocational high school and its largest urban comprehensive feeder school. Although vocational schools were created to provide equitable, high‑quality career and technical education, and to prepare students for skilled employment, most vocational students now pursue postsecondary academic pathways, contributing to shortages in the trades. At the same time, traditional admissions criteria—focused on grades, attendance, and behavior—have historically limited access for English Learners, students with disabilities, low‑income students, and students of color. The purpose of this study was to investigate whether Massachusetts vocational high schools have fulfilled their intended mission while also supplying the skilled workforce.  This study was intended to provide evidence for vocational high school admissions reform, based on input gleaned from students about their vocational education experiences and future aspirations.  Findings show that admissions criteria do not reliably predict vocational success and therefore do not align with workforce development goals. Parental influence emerged as a major factor shaping both high school selection and college aspirations. Despite an emphasis on career readiness, many vocational students reported inconsistent college planning support and limited access to meaningful work‑based learning, while comprehensive school students described more consistent postsecondary guidance. Although the statewide shift to a qualified lottery expands access, it does not ensure that students most interested in entering the trades are prioritized. The study underscores the need to strengthen early career planning (including MyCAP), improve family engagement, expand vocational programming, and reassess vocational pathways for alignment with labor market needs.

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