Promising Tech Prep Outcomes

Transcription

1 200 Promg Tech Prep Outcomes no. 3 Bett Lnkrd Brown Tech Prep ws n ide cceived Dle Prnell (985) described h book The Neglected Mjity. Ccerned bout lrge numbers students were beg overlooked typicl rem gends, Prnell esw need lkg educti plce through pplied lerng progrms. The Crl D. Perks Voctil Applied Technology Act 990 fered federl endsement th eductil ccept. The Tech Prep Educti Act, which ws prt th leglti, trgeted fundg implementti 2+2 progrms, which provided sequentil study from lst 2 yers through first 2 yers postsecdry educti t /technicl. Tech Prep ws tended ensure rigous cdemic creer-technicl progrms study tht would llow semless trnsit between secdry postsecdry stitut. Tech Prep progrms were directed students were not committed ttendg might not pursue postsecdry-level mth, science, technology studies required technicl creers. The School--Wk Opptunities Act (STWOA) 994 reced Tech Prep model exped noti secdry--postsecdry rticulti s prt broder rem eft ll students (Brgg 2000). The Crl D. Perks reuthizti leglti pssed 998 suppted rticultg Tech Prep progrms bcclurete degree curricul, ferg n opti grdutes completg 2-yer Tech Prep progrms. It endsed propositi tht ll students should prticipte er-level mth science structi (Brgg et l. 999). Wht do we know bout effects Tech Prep students eductil experiences outcomes, especilly trnsiti? In 998, Ntil Center Reserch Voctil Educti begn lgitudl study Tech Prep experiences students urbn, suburbn, rurl sites eight Tech Prep csti cross country; study beg ctued Ntil Reserch Center Creer Technicl Educti. The purpose study ws exple nture student trnsit from compre educti ecomic outcomes both Tech Prep n-tech Prep prticipnts. The csti selected study re s follows:. Est Centrl Illo Educti--Creers Prtnership, Dnville, IL 2. Mimi Vlley Tech Prep Cstium, Dyn, OH 3. Golden Crescent School--Creers/Tech Prep Csti, Vicri, TX 4. Hillsbough Tech Prep Cstium, Hillsbough County Tmp, FL 5. Mt. Hood Eductil Prtnership, Mt. Hood, OR 6. Metropolitn Tech Prep Cstium (pseudym) locted lrge metropolitn re U.S. 7. Guild Tech Prep Cstium, Guild County Greensbo, NC 8. Sn Mteo Tech Prep Cstium, Sn Mteo County, CA The Highlight Ze: Wk designed light reserch fdgs provide syns mti sources. The tenti help prctitiers pply dpt reserch results locl use. nccte.com Tble detils settg, prtners, types progrms ech cstium. Th Highlight Ze dtills fdgs first 3 yers th gog study (Brgg et l. 999; Brgg 200). Tech Prep Implementti Outcomes The Perks leglti subsequent reserch hve identified severl ce compents Tech Prep progrms (Brgg 2000; Hershey et l. 998):. Fml rticulti greements tht provide well-plnned, sequentil pthwy from postsecdry educti 2. Ce curriculum. The igl Tech Prep design described s 2+2 pproch, which cludes comm ce mth, science, communict, technology begng lst 2 yers extendg through 2 yers me specilized t postsecdry level. Lter

2 2 Tble. The Eight Csti Source: Brgg (200); Brgg et l. (999) (IL) Centrl st E ) (OH Vlley imi M ) (TX olden Crescent G ) Hillsbough (FL Community wn smll url, R l rur suburbn, rbn, U n w smll url, R l rur suburbn, Urbn, Prtners center, voctil re s, 2 feedg s comprehensive 64 s, voctil 3 busess smll, university four-yer, s), (8 dtricts public 7 center, creer regil stte cmpus upper-divi, university technicl dult 3 s, 9 lrge centers, cmpuses 4 Gol opt eductil improve mjity. neglected students pthwy educti semless provide postsecdry from trgeted but students, ll educti mjity. middle rewrdg youth ll prepre fully ce. -qulity creers educti improve beyd neglected especilly students, ll relthips crese mjity;. prtners busess Primry Model/ Articulti Agreement 4+2 bsed, voctil Enhnced some greements pprenticeship Youth rrngements. Articulti students. selected progrm emphs limited plced greements progrm-level -- rticulti. model comprehensive Structured, s implemented mem suppted rrngements, understg. model, 4+2, voctil Enhnced rticulti Most progrms some -- reflect greements technicl rticulti enhnced credit, dul provide curriculum. skills dvnced 4+2, voctil Enhnced some progrm rticulted dul clude Agreements progrms., time-shtened enrollment, rticulti --. technicl Defiti Student follow deci cscious mde Hs defed clerly Prep Tech employment prepre bove fers occupti; potentil wges entry verge technicl, dvnced requires growth; cretive-thkg problem-solvg, skills. stte-snctied Enrolled Grde begs progrm tht degree Associte through ctues educti creer/technicl delivery competency employbility system. follows 9-2 grdes pproved n educti postsecdry ledg hs student A postsecdry trg. stte ledg mj pproved n Science Applied Associte pproved degree. e lest t completed hs rticulted n technicl two Grde progrm science, Englh, ech n tkes mmtics technicl rticulted yers 2 first led tht educti postsecdry degree. AAS n Courses ctent, technicl cdemic Integrted development, skill plce experiences. lerng bsed rticulted n those Include lest t cludes progrm voctil. cdemic pplied e cdemic curriculum Ce technicl creer ligned Ctent hours. 3½ credit lest t prtner t tught opt, post- encourges. four-yer cludg technicl Articulted Prep Tech In. lnguge eign stfy must opti, clude cnnot requirement progrms. lower-level Highlights ctive vocl were busesses Locl lerng -bsed encourgg prtners, youth supptg students, providg progrms, pprenticeship fculty. lerng -site -bsed lkg System focused lerng. -bsed lerng skill curriculum re Drivg busess locl identified competencies necessry s leders dustry n jobs prticulr employment Fculty cluster. occuptil curriculum develop prtners se competencies. identified bsed busess/dustrystrengn Aspires relthips. educti postsecdry techg ctextul use Encourges pressil provides lerng fculty. shops development lks mti mrket lb Regil needs ecomic educti regi. cdemics, pplied emphsizg While strd emphs extended ctextul cdemic Busess strtegies. lerng trg ctribute dustry counsels fculty development begng wreness promote. elementry

3 3 Hood (OR) t. M ) etropolitn (pseudym M ) uild Tech (NC G ) Sn Mteo (CA Community uburbn S l rur suburbn, rbn, U l ur R n urb few Suburbn, Prtners dtrict service eductil regil s, 7 servg proprietry postsecdry dtrict, technicl s, 5 h hig 4 cludes tht dtrict, voctil re s s, 9 s) (3 dtrict Gol skills cquire students tht ensure driven technologiclly modern, needed wld. comprehensiveness crese students codti wreness ir educti technicl creers. technology ccess live students prepre society. technologicl ly skills wrd students move erngs. -wge Model/ Articulti Agreement pproch. 2+2, voctil Enhnced (AD) Degree Associte Prep Tech The eir credits dul dvnced cludes. pressil-technicl cdemic terdciplry, Integrted credits, rticulted curriculum, pproch, 2+2 plcement; dvnced progrms some 4+2, comprehensive Structured, credit stg dvnced rticulti; enrollment. ccurrent 2+2, voctil Enhnced re model th Drivg pproch. provide tht greements rticulti dvnced credit dul opt. rticulti plcement Defiti Student mj enroll elects 2 Grde study cdemic progrm tegrted n follows 2- lked tht technicl locl t progrms degree AAS yer. 2 / Grdes Student Englh mth enrolled creer technicl follows tent cluster postsecdry enterg curriculum. prticipte elects progrm. technicl trck. generl replce served hs yers 2 bsed Apprenticeship Youth followed, technicl progrm. AAS 2-yer n completed hs voctil rticulted progrm prt tht study. Courses cdemic progrm tegrted n Reflect designed re ccepts technicl repetit need reduce me Provide. yer first ccelerti progrms. studies dvnced s clsses pplied Include voctil tegrte tht s well pid Internships, ctent. cdemic -bsed plcements, vrious reflected enterpres fered lerng bsed students. voctil voctil similr; re requirements technicl d four requires be cn which electives, s completed lnguge eign substituted requirement. d Specificlly s designted re technicl specific Cstium. Highlights Stte fluenced curriculum ws ficils, stte Educti, Deprtment. from representtives creer, cdemic Articulted School--Wk lks pthwys, members Community rem. guided efts deci prticipted prents rem efts. regrdg process mkg cdemic pproches Interdciplry secdry tegrti, voctil pressil trnsiti, postsecdry development locl fculty, techers, cstium efts. guided dmtrrs erly stte s extensively built Hs study, priity commitment solid supplemented YA dustry busess from locl prtnerships dustry Busess model. shred estblhment resulted hve level skill improvg gols entry-level county s qulity multiple youth provide ce opt. eductil creer ttempt deliberte been hs There ctivities gols lign Creer School--Wk. semless suppt used re pthwys trnsit.

4 regulti extended s clude first 2 yers (Hershey et l. 998). 3. Rigous structi s mens providg ll students sound eductil foundti tht fcilittes better trnsit furr educti employment 4. Mengful lkges y prctice 5. Access opptunity ll students 6. Trnsiti The followg dcussi lights wys which csti implemented se compents. Articulti Arrngements Fml rticulti greements were estblhed fcilitte students trnsit postsecdry progrms. These greements reflected e followg opt sequentil yers educti: 2+2: grdes -2 plus 2 yers postsecdry 2+2+2: grdes -2, plus 2 yers t 2- yer 2 yers t 4-yer 4+2: grdes 9-2, plus 2 yers postsecdry 4+2+2: grdes 9-2, plus 2 yers t 2- yer 2 yers t 4-yer In ll pproches, students followed n estblhed logicl tht fcilitted trnsit ferg dul credit -- rticulti technicl res. Most postsecdry curricul led n Associte Applied Science (AAS) degree. Although mny students filed cpitlize credits y cquired ir secdry Tech Prep progrms (Brgg et l. 999, p. 7), some csti hd me success rticulti. F exmple, Golden Crescent, over e-qurter ll grdutes 20 s hve prticipted rticulted, mny erng dul credits (Brgg 2000). Articulti did result number benefits from improved communicti between secdry postsecdry stitut bout ctent, strds, ctuous review updtg. Ce Curriculum Severl models Tech Prep progrms tht were identified Hershey et l. (998) Brgg (995) were used csti: Structured, Comprehensive Model. Provides students tegrted creer/technicl cdemic tht hve brod creer focus but led me specilized progrm set progrms t postsecdry level (Brgg 200, p. 23). Students th model Tech Prep progrm re selected, grouped ger, lbeled, e.g., s creer cdemy progrms. (Est Centrl, Mimi Vlley, Mount Hood csti) Enhnced Voctil Model. In th model, creer/technicl educti progrms provide foundti Tech Prep trgetg students hve trditilly prticipted creer-focused curriculum encourgg m tke pplied cdemics / pproprite cdemic complete specified ce curriculum (ibid., p. 24). Students se progrms re not grouped specil clsses, but y prticipte students tht re open ll students meet - Tech Prep curriculum requirements s preprti postsecdry level (ibid.). (Est Centrl, Hillsbough, Golden Crescent, Mount Hood, Sn Mteo) Wk-bsed Model. Delibertely gnized lk lerng plce -bsed experiences, s / youth pprenticeship. (Est Centrl, Guild) Integrted Tech Prep Model. Integrted cdemic creer-technicl curriculum round creer clusters pthwys from postsecdry level. (Metro) Tech Prep Model. Lks tech prep cdemics tht meet 4-yer requirements. (Guild, Golden Crescent, Hillsbough). Rigous Instructi From its cepti, Tech Prep hs emphsized tegrti cdemic voctil curricul, s it evolved it hs been cresgly lked enhnced cdemic tkg er strds. In hlf csti, me thn hlf prticipnts strted below Algebr I, but nerly ll complete th level some me dvnced. In two csti where mjity prticipnts strted below Algebr I, most completed Algebr II bove grduti. In four eight, me prticipnts thn nprticipnts completed Algebr II bove (see Tble 2). They-Prctice Lkges Wk-bsed lerng strtegies were emphsized t ll sites, but were vried dependg geogrphic locti locl dustries. The Est Centrl Guild csti, locted rurl communities where mnufcturg m dustry, fered most extensive bsed lerng through ir Tech Prep/ youth pprenticeship pproch. School- mtriculti rtes se progrms re very. In Est Centrl, 95% youth pprentices ctued, mny m pln ctue 4-yer progrms. Csti lso used job shdowg, coopertive lerng, ternships, mnufcturg pprenticeships, menrg lk y prctice. Access Opptunity Tech Prep enrollments cresed ll csti from 60 percent 250 percent, bout 5 percent ll students csidered be Tech Prep prticipnts (Brgg et l. 999). The mjity students enrolled Tech Prep lst 2 yers grdes 2. At lest 50% were neglected middle mjity; however, me rigous secdry curriculum, me ttrctive it ws p-level students. Technologybsed progrms lso ttrcted students. The gender Tech Prep n-tech Prep prticipnts ws firly evenly split five eight csti. Those which propti mles ws er thn tht femles emphsized youth pprenticeship / hd specific dmsi requirements Tech Prep. Mity enrollment Tech Prep ws reflective 4

5 Tble 2. Mth Strtg Pots Completi Rtes (percentges rounded nerest le number) % Students Strtg Below Algebr I % Students Strtg Algebr I Higher % Completg Algebr I % Completg Algebr II Higher N YA N YA N YA N YA Est Centrl 66% 58% 66% 34% 42% 34% 80% 85% 89% 44% 53% 43% Mimi Vlley 86% 36% - 5% 64% - 95% 97% - 60% 65% - Golden Crescent 2% 25% - 79% 75% - 99% 97% - 69% 65% - Hillsbough 70% 48% - 30% 52% - 94% 98% - 54% 87% - Mt. Hood 68% 54% - 32% 46% - 87% 86% - 23% 38% - Metro 48% 66% - 52% 34% - 00% 00% - 57% 42% - Guild 37% 4% 39% 63% 59% 62% 99% 92% 00% 90% 78% 87% Sn Mteo 48% 53% - 52% 47% - 92% 74% - 66% 65% - Source: Brgg (200) =Tech Prep N=N-Tech Prep YA=Youth Apprenticeship mity representti overll populti. Diversity mg Tech Prep prticipnts reflected demogrphics locl communities (Brgg 200). In three csti (Est Centrl, Guild, Hillsbough), Tech Prep prticipnts were me likely come from lower-come fmilies which prents educti ws less thn, suggestg tht Tech Prep provided lower socioecomic sttus groups were likely be first-generti students. Tble 3 depicts demogrphic chrctertics students csti. Trnsit Wk Becuse overrchg gol Tech Prep preprg students postsecdry educti ce, outcomes th re re prticulrly imptnt. At lest 65 percent ll csti Tech Prep prticipnts enrolled some m postsecdry educti 3 yers grduti. Most trnsit were 2-yer s, but 4-yer enrollment ws lso substntil. In two csti, round 50 percent went 4-yer s: Guild, which emphsized Tech Prep model, Metro, which focused redess. Tech Prep prticipnts were me likely thn nprticipnts be g, especilly full time. In three csti, 30 percent went directly followg grduti, but mjity cross csti ed while ttendg (Brgg 200). Tbles 4-5 depict trnsiti ptterns Tech Prep n- Tech Prep students. 5

6 Tble 3. Students Demogrphic Chrctertics Cstium Femle Mity Frs Less thn Fmily Income under $30,000 N YA N YA N YA N YA Est Centrl 43% 55% 22% % 8% 0% 49% 45% 55% 30% 9% 5% Mimi Vlley 36% 50% - 9% 3% - 5% 37% - 2% 6% - Golden Crescent 55% 49% - 43% 39% - 49% 47% - 28% 34% - 54% 50% - 36% 29% - 53% 38% - 35% 22% - Mt. Hood 42% 46% - 5% 9% - 40% 36% - 26% 28% - Metro 56% 56% - 84% 93% - 59% 62% - 59% 6% - Guild 56% 53% 33% 47% 44% 43% 5% 4% 4% 3% % 20% Sn Mteo 48% 5% - 65% 63% - 30% 2% - 7% % - Source: Brgg et l. (999) Tble 4. Postsecdry Trnsiti Ptterns Tech Prep N-Tech Prep Students (percentges rounded nerest le number) 2-yr 4-yr No Postsecdry N YA N YA N YA Est Centrl Mimi Vlley 59% 57% 86% 5% 8% 4% 27% 20% 4% 75% 36% - 7% 42% - 7% 0% - Golden Crescent Hillsbough Hillsbough 43% 37% - 7% 7% - 6% 9% - 36% 36% - 8% 35% - 30% 5% - Mt. Hood 42% 40% - 6% 23% - 33% 26% - Metro 26% 33% - 53% 46% - 6% 2% - Guild 3% 7% 39% 48% 55% 44% 3% 7% 3% Note: Percentges do not dd up 00% becuse Tble 4 does not clude post- trnsiti pths (mixed 2-yer 4-yer ttendnce, proprietry ttendnce, militry service, etc.) 6 Source: Brgg et l. (999) Sn Mteo 50% 47% - 33% 32% - 6% 6% -

7 Tble 5. Wk Trnsiti Ptterns Tech Prep N-Tech Prep Students (percentges rounded nerest le number) Full-Time Employment Prt-Time Employment Unemployed* Militry/Or N YA N YA N YA N YA Est Centrl 55% 48% 60% 28% 38% 33% 4% 3% 7% 3% 2% 0 Mimi Vlley 46% 4% - 44% 37% - 7% 2% - 3% % - Golden Crescent 40% 36% - 40% 4% - 6% 5% - 5% 8% - Hillsbough 56% 46% - 34% 42% - 9% % - % % - Mt. Hood 50% 42% - 27% 39% - 2% 7% - 3% 2% - Metro 30% 34% - 38% 39% - 32% 25% - % 2% - Guild 46% 33% 43% 47% % 48% % 6% 8% 0 4% 0 Sn Mteo 32% 30% - 47% 48% - 7% 2% - 5% 2% - Source: Brgg et l. (999) *Unemployed perss my be enrolled, seekg employment, not seekg employment. =Tech Prep N=N-Tech Prep YA=Youth Apprenticeship 7

8 Summry Outcomes Tech Prep hs clerly brodened beyd neglected mjity, especilly s STWOA cme ply (Brgg 200). In most csti, Tech Prep STW ititives were closely codted, especilly those youth pprenticeship, perhps demstrtg tht limited resources ssocited both rems could be codted crete me systemtic pproch (Brgg et l. 999, Ccludg Observt-). The sunset STWOA, however, res quest bout impct Tech Prep. Csti cresgly lked Tech Prep efts meet stte strds, which could dplce its focus ce preprti. Csti leders sometimes lcked uthity brg bout chnges comprehensive needed full implementti Tech Prep (Brgg 200, p. v). In severl csti, close volvement busess dustry kept focus Tech Prep. The governnce dmtrtive structures evolvg from busess-educti prtnerships fluenced successful implementti student outcomes (Brgg et l. 999). The rg cdemic strds mplified chllenges volved cdemic voctil tegrti. ddress th sue, csti cresgly sought emphsize ctextul techg lerng, project-bsed structi, pplied techg techniques. Est Centrl, prticulrly, ws fced tsk ttemptg chnge percepti voctil educti s predomntly focused low-wge jobs. Th my expl why youth pprenticeship progrm t th site ws exceptilly strg (ibid.). nticipted benefits Tech Prep estblhment / strengng lkges between s s employers. As result ir prticipti Tech Prep, s study experienced cresed collbti mg cdemic technicl strucrs mg educrs busess representtives. Locl busesses were most effective s prtners when ir volvement ws both ctive vocl. Amg most positive outcomes t ll sites ws percentge Tech Prep prticipnts ctug postsecdry educti. Future reserch will extend th fdg trckg redess, perstence, completi, credentilg, subsequent employment outcomes Tech Prep prticipnts. The results th study exp wht known bout Tech Prep. Although csti were successful t implementg dividul compents Tech Prep, re rems need colesce se elements comprehensive, creer-focused structured progrms study. In dditi, success creer pthwys models used csti demstrte how Tech Prep cn ply n imptnt role le- chnge. However, th should be ccomplhed out dilutg Tech Prep s purpose s comprehensive creer-focused progrm study. References Brgg, Debr D. Lkg High Schools Postsecdry Institut: The Role Tech Prep. In Educti through Occupt Americn High Schools, vol. II, edited W. Nn Grubb, pp New Yk: Techers Press, 995. Brgg, Debr D. Mximizg Benefits Tech-Prep Inititives High School Students. New Direct Community s no. (Fll 2000): Brgg, Debr D. Promg Outcomes Tech Prep Prticipnts Eight Locl Csti. St. Pul: Ntil Reserch Center Creer Technicl Educti, University Mnesot, 200. Brgg, Debr D.; Dre, Dn E.; Reger, W. M., IV; Ovice, Ghzl; Zmni, Ebi M.; Lyn, Jmes D.; Dnsife, Crolyn J.; Vllee, Mnuel; Brown, Crrie H.; Orr, Mrgret Terry. Tech Prep Implementti Prelimry Student Outcomes Eight Locl Tech Prep Csti. Berkeley, CA: Ntil Center Reserch Voctil Educti, 999. Hershey, Aln M.; Silverberg, Mrsh K.; Owens, m; Hulsey, Lr K. Focus Future: The Fl Rept Ntil Tech-Prep Evluti. Prcen, NJ: Mmtic Policy Reserch, 998. Prnell, Dle. The Neglected Mjity. Wshgn, DC: Community Press, Bett L. Brown recently retired s Seni Progrm Associte Center Educti Trg Employment, Ohio Stte University. The Ntil Dsemti Center thnks followg people ir criticl review mnuscript: Betty Krump, Executive Direcr, Americn Technicl Educti Associti; Crole Swehrt, Hillsbough County Public Schools, Tmp, Flid; Dick Arndt, Direcr, K-6 Lkges, Ohio Bd Regents; Julie Novel, Tech Prep Csultnt, Ohio Deprtment Educti; Jnet Spence, Progrm Associte, Center Educti Trg Employment. The repted here ws suppted under Ntil Dsemti Center Creer Technicl Educti, PR/Awrd (No. VO5A990004) s dmtered Office Voctil Adult Educti, U. S. Deprtment Educti. However, ctents do not necessrily represent posit policies Office Voctil Adult Educti U. S. Deprtment Educti, you should not ssume endsement Federl Government.