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Content Details

ED465063 - Helping Disadvantaged Youth Succeed in School: Second-Year Findings from a Longitudinal Study of CTE-Based Whole-School Reforms

Category
Executive Agency Publications
Collection
Education Reports from ERIC
SuDoc Class Number
ED 1.615:
Date Issued
March 1, 2002
Author
Castellano, Marisa; Stringfield, Samuel; Stone, James R., I11
Sponsoring Agency
Office of Vocational and Adult Education (ED), Washington, DC
Publication Type
Information Analyses
Subject
Academic Education, Career Academies, Computer Uses in Education, Course Selection (Students), Disadvantaged Youth, Educational Change, Faculty Development, Federal Legislation, Federal Programs, High Schools, Integrated Curriculum, Leadership Responsibility, Longitudinal Studies, Middle Schools, School Guidance, School Restructuring, Vocational Education
Identifiers
Career and Technical Education, Career Paths, Carl D Perkins Vocational Technical Educ Act 1998, High Schools That Work
Abstract
A 5-year longitudinal study was designed to examine diverse and promising programs to integrate career and technical education (CTE) with whole-school reforms in schools serving predominantly disadvantaged students. A literature review focused on conceptual underpinnings: disadvantaged youth; transition points; whole-school reform; and CTE. Longitudinal descriptions were provided of CTE-enhanced whole-school reforms with strong track records of improving educational chances of concentrated groups of highly disadvantaged students: Perkins 111, High Schools That Work, career academies, career pathways, and urban learning centers. Second-year findings were based on qualitative data gathered to date. Progress of 3 cohorts of students--seventh, ninth, and eleventh grade--was followed as they proceeded through 10 schools at 3 sites. Findings indicated all three high schools had integrated CTE and academic education; faculty at high schools participated in many professional development activities; all high schools used computers--forstudent assessment and reporting requirements, teaching students about computers, instruction, and remediation; all middle schools were involved in some reform effort; strong leadership was a crucial factor in effecting change across all high schools; and administrators and faculty.