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Descriptors:
Multiple Disabilities; Mental Retardation; Predictor Variables; Transitional Programs; Program Effectiveness; Interviews; Followup Studies; Developmental Studies Programs; Employment Potential; College Bound Students; Outcomes of Education; Educational Indicators; Student Records; Vocational Education

Abstract:
This study examined the outcomes of 409 students with mental retardation or multiple disabilities from 177 school districts in a Great Lakes state. These students with intellectual disabilities were interviewed at exit and 1 year following graduation. The authors developed and tested three regression models--two to predict full-time employment and one to predict college enrollment after graduation. Although inclusion was a significant predictor of postsecondary education, career and technical education and work study programs did not reach significance as predictors of postschool employment. For these students, gender and minority issues contributed to most of the variance. These findings point to the need for more holistic career and technical education and work study models for these students. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Education Work Relationship; Program Development; Vocational Education; Partnerships in Education; Transitional Programs; Program Implementation; Developmental Studies Programs; Statewide Planning; Total Quality Management; Alignment (Education); Articulation (Education); Expectation

Abstract:
Finding the best way for students to learn and achieve success is of utmost importance to the State of Illinois and the nation as a whole. College and career success is critical to the national and state economy. Career and technical education (CTE) has been central to this call for greater college completion, and the credentials that CTE provides to both traditional and nontraditional student populations have emerged as one of the most important elements in the completion agenda throughout the country. The Illinois Programs of Study (POS) framework uniquely positions the state to achieve the goal of fully articulated curriculum from secondary to postsecondary education, and to ultimately meet the call for greater college and career success. To strengthen the implementation of POS in Illinois, the Illinois Community College Board developed a statewide framework that focuses on strong stakeholder partnerships in POS implementation, and underscores that outcomes and continuous improvement are the center of program development and delivery. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Records; Student Attitudes; Career Guidance; Transitional Programs; Mixed Methods Research; Student Experience; Program Descriptions; Program Design; Program Content; Interviews; Developmental Studies Programs; Articulation (Education); Educational Legislation; Career Choice; Observation; Focus Groups; Position Papers; College Students; High School Students; Case Studies; Student Surveys; Change Strategies; Educational Change

Abstract:
This study uses a mixed methods approach to examine a new type of curriculum configuration that supports students' transitions to college: career technical programs of study (POS). Interview and survey data were collected from a college and its feeder high schools in each of three well-established ("mature") sites in geographically varied communities in the United States to investigate how POS are structured, what the key the "ingredients" are, and what students experience as they move through the POS. Interview findings suggest that the key elements of POS include dedicated staff to create secondary-postsecondary connections, active multistakeholder advisory committees, and flexibility and compromise in developing dual-credit options for students. Survey data show that high school students feel positively about their experiences in POS; however, career guidance is lacking. Student records indicate that even when POS were in place to support their transition, less than one-fifth of students remained in the same POS in college that they began in high school. Results are discussed in relation to the 2006 Perkins IV legislation. (Contains 7 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Vocational Education; Education Work Relationship; Formative Evaluation; Program Implementation; Performance Factors; Program Effectiveness; Program Evaluation; Alignment (Education); Transitional Programs; Developmental Studies Programs; Program Descriptions; Program Design; Best Practices

Abstract:
American businesses and industries have long identified shortages in key career and technical areas--some of these areas require two- or four-year college degrees, whereas others simply require industry certifications. Career and technical education (CTE) has the potential to play a central role in filling these gaps. The current Carl D. Perkins Act (Perkins IV), reauthorized in 2006, seeks to prepare individuals for both college and careers. Programs of Study (POS) are a central component of Perkins IV. Developed to provide a systematic means of connecting secondary and postsecondary programs, POS include rigorous academic content aligned with standards, lead to industry-recognized credentials, and provide options for dual credit or concurrent enrollment. This article is the first of five articles that will focus on work done by the National Research Center for Career and Technical Education (NRCCTE) to evaluate the impact of POS. This article identifies key factors contributing to highly implemented POS. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Educational Change; Vocational Education; Technical Assistance; Program Implementation; Performance Factors; Change Strategies; Transitional Programs; Articulation (Education); Developmental Studies Programs; Educational Development; Educational Trends

Abstract:
Education in today's world is very challenging. From concerns over the funding of career and technical education (CTE) to discussions about the achievement gap and dropout prevention, to debates about what it means to be college- and career-ready, the role of CTE in educational reform paradoxically is both at the forefront and on the backburner of debate. One of the more prominent programs in the 2006 reauthorization of the Perkins legislation was Programs of Study (POS). This initiative includes elements that connect it with past CTE efforts, yet POS have a focus and direction that make the initiative more potent than almost anything that has been supported by federal dollars in the past. The National Research Center for Career and Technical Education (NRCCTE) has been conducting several research studies on POS. Based on NRCCTE study, "Six Stories About Six States: Programs of Study," this article focuses on some major findings, especially how technical assistance impacted the development of POS, and recommendations for replication. It was found that, despite several challenges, POS are expanding in scope and numbers and becoming a more stable component of CTE for delivering articulated, documented, collaborative programs that successfully connect secondary, postsecondary, and business and industry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transitional Programs; Focus Groups; Ethnography; Foreign Countries; Public Education; Educational Policy; Articulation (Education); Alignment (Education); Activism; Qualitative Research; At Risk Students; Youth Opportunities; Developmental Studies Programs

Abstract:
This paper provides an analysis of international literature and focus group data arising from a three-year critical ethnographic study with 795 young people, educators and parents speaking about transitions through public education in Canada. It fills fissures in qualitative and process-based sociological work on youth transitions and redresses school transitions as critical, nested social ensembles. Moving from elementary to secondary school evokes emotional, social and academic paradoxes for young people. Policy and practice shifts are required and a policy activist stance begins to cut through embedded ideological and practical goings-on surrounding youth. The paper takes particular aim at that which continues to encourage individualised and pathologised treatment of this social transition, including the continued use and abuse of "at-risk" labels, and the need to support transitions teams "with" and "for" youth living through complex resiliency. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Institutes; Education Work Relationship; Alignment (Education); Transitional Programs; Developmental Studies Programs; Partnerships in Education; Institutional Characteristics; Articulation (Education); Statewide Planning; School Business Relationship; Skilled Workers; Engineering Technology; Health Education; Employment Opportunities

Abstract:
The South Carolina Technical College System (SCTCS) has embraced POS, providing students across the state with pathways into careers ranging from nuclear systems technology to health care to industrial technology. The SCTCS has strived, over the last 50 years, to foster a bridge between business and education. The colleges coordinate and facilitate partnerships to deliver information, resources, and services to students, educators, employers, and the community. This article features four SCTCS institutions and their POS. The POS implemented through Perkins are strengthening the alignment between secondary and postsecondary education, so that students experience a seamless transition towards attaining their educational dreams and obtaining well-paying jobs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; School Districts; High School Graduates; High Schools; Disadvantaged Schools; Economically Disadvantaged; Change Strategies; Educational Change; Developmental Studies Programs; Transitional Programs; College Preparation; Disadvantaged Youth; Effective Schools Research; Career Planning; Educational Planning; Articulation (Education); Alignment (Education); Instructional Leadership; Coaching (Performance); Achievement Need

Abstract:
Across the nation, early college schools are creating a path to college success for young people underrepresented in higher education. For a decade, these innovative public schools blending high school and college have proven that, with the right support, all high school students can tackle college work. Now, a Texas school district near the Texas-Mexico border is broadening the early college vision. The Pharr-San Juan-Alamo Independent School District is challenging and supporting all 32,000 young people in the school system to earn key college credits as they prepare to graduate from high school. Early college is central to the district's commitment that every high school graduate is prepared to succeed in college. This is the story of one district leading the way--a mid-sized, economically disadvantaged school district determined to offer every student the postsecondary opportunities that begin the pathway to family-sustaining wages. The first section of this paper describes the groundwork district leaders laid to enable successful reform and documents how the district created rigorous career pathways and a range of early college options for all. The second section explores the work Pharr-San Juan-Alamo has undertaken in the classroom so students have the academic preparation required to meet the challenges of college. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; High School Equivalency Programs; Dropout Programs; Continuation Students; Noncredit Courses; Educational Development; Student Records; Progress Monitoring; Enrollment Rate; Transfer Programs; Articulation (Education); Educational Policy; College Role; Developmental Studies Programs; Transitional Programs; Institutional Research; Outreach Programs

Abstract:
Among the diverse and varied missions of community colleges is the provision of instruction for students who have either been underserved by their previous educational institutions or not had the opportunity to complete high school. Included under this umbrella are low-performing high school students, individuals with low basic skills, and those who have prematurely left high school prior to earning a diploma. Principally, community colleges fulfill this aspect of their mission through noncredit courses and programs in adult developmental education. While missions vary across localities and states, providing basic and secondary education as well as GED (General Education Development) preparation is often overlooked as a way community colleges expand access to education. This chapter examines the involvement of the community college in the GED process as well as the academic outcomes for high school dropouts who have enrolled in the program. Using Iowa as an example, the chapter examines the available data and derives important policies for GED in specific and other noncredit coursework in general. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Focus Groups; Foreign Countries; Transitional Programs; Performance Factors; Barriers; Program Effectiveness; Developmental Studies Programs; Fundamental Concepts; Student Surveys; Teacher Surveys; Interviews; Articulation (Education); Expectation; Student Diversity; Student Motivation; Change Strategies; Best Practices; College Bound Students; College Preparation; College Readiness; Aptitude Treatment Interaction

Abstract:
This article explores challenges in ensuring effective student transition from school or college to university. It examines the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners. Secondary data (international literature on transition and the formation of learner identity) are analysed to identify underpinning concepts. Primary data are taken from two studies of student transition in England using student and staff surveys, student focus groups, staff interviews and staff-student conferences that discussed selected project data sets. The article goes on to offer a model of the process of transition and the formation of learner identity. It proposes that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. This has clear implications for practice for higher education administrators, academics and quality officers. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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