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1.
Marisa E. Castellano George B. Richardson Kirsten Sundell James R. StoneIII 《Vocations and Learning》2017,10(1):47-70
In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement. 相似文献
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朱金兰 《湖北广播电视大学学报》2007,27(11):12-13
本文从影响社区学院开设远程职业技术教育课程的因素、社区学院中远程职业技术教育课程与方案、社区学院远程职业技术教育课程的入学情况、修学社区学院远程职业技术教育课程的学生特征和远程职业技术教育的吸引(力)、互联网在社区学院远程职业技术教育中的应用等几个方面对美国社区学院中远程职业技术教育现状进行了描述与分析。以期对我国高等职业技术教育中远程职业技术教育的发展提供有益的启示。 相似文献
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The Career-related Programme (CP) is an innovative education programme by the International Baccalaureate (IB). Designed to promote college and career readiness equally in the last two years of high school, the CP combines rigorous university preparatory coursework with targeted career-related studies. This study examines the patterns of higher education enrolment, destination and persistence of all CP graduates from high schools in the US between 2013 and 2015. The results indicate that CP graduates enrol in higher education at higher rates than do all high school graduates nationally and career and technical education concentrators specifically: 81% versus 68% versus 70%, respectively. They persist for 1 year at higher rates than do all high school graduates: 89% versus 72%, respectively. Results of logistic regression show that the number of IB exams and the completion of the CP certificate are significant predictors of postsecondary enrolment and that higher mean IB exam scores predict higher odds of a student attending a 4-year institution over a 2-year institution. The results suggest that students who engage in career and technical education alongside rigorous university preparatory coursework within the CP are well-prepared to succeed in higher education. 相似文献
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Tanya J. Gaxiola Serrano 《Community College Journal of Research & Practice》2017,41(4-5):239-252
ABSTRACTAs a group, Latina/o students are more likely to experience a substandard K–12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice—leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector—making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K–12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o students from high school to community college is imperative to community college practitioners (i.e., faculty, staff, and administrators) when considering best practices for their large Latina/o student body, as is found in California. The initial findings suggest that racism in K–12 in the forms of tracking, limited college information, and low expectations from academic personnel had a direct impact on the postsecondary experiences and opportunities available to Latina/o students. Lastly, the findings challenge prevailing portrayals where Latina/o students passively accept their marginalized position in education by highlighting their voice, resiliency, and agency in the face of systematic racism, as evidenced by their successes in academia. 相似文献
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Kelly D. Roberts Caryl H. Hitchcock 《Community College Journal of Research & Practice》2018,42(4):245-257
The contemporary education system in the United States is inadequate in the provision of services to assure that all students exit high school with the knowledge and skills necessary to enter postsecondary education or the workforce. This is particularly true for indigenous youth (Tanabe & Mobley, 2011). According to scholars, dual enrollment appears to be an appropriate solution for assisting indigenous youth to perform better in high school and to be better prepared to enter postsecondary education and the workforce (Rodriguez, Hughes, & Belfield, 2012; Vargas, Roach, & David, 2014). As demonstrated in this study, promoting dual enrollment programs, for Native Hawaiian youth, along with mentorship and financial assistance, has a positive impact on post high school outcomes. Thus, after describing the goals and model of Project Ho‘oku‘i, this article reports on the experiences and perceptions of Native Hawaiian youth who participated in a dual enrollment program (i.e., enrolled in high school and postsecondary education simultaneously). This study utilized grounded theory methodology. Focus groups, with semi-structured open-ended questions, were conducted with 103 participants over a 24-month period. The findings of the research comprise two major themes that are concerned with Native Hawaiian students’ educational Progress at large and address the issue of relationality, including the practice of self-sufficiency in sorting through future career options and learning one’s sense of self-in-society, in particular its relational aspects. 相似文献
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Preparing Students for College: The Implementation and Impact of the Early College High School Model 总被引：1，自引：0，他引：1
Julie A. Edmunds Lawrence Bernstein Elizabeth Glennie John Willse Nina Arshavsky Fatih Unlu 《Peabody Journal of Education》2013,88(3):348-364
As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the model's components. 相似文献
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《The Journal of educational research》2012,105(5):300-307
Abstract This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform. 相似文献
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David E. Hardy Stephen G. Katsinas Frankie Santos Laanan 《Community College Journal of Research & Practice》2013,37(10):769-770
In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K–12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed. 相似文献
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Academic Readiness and Career/Life Planning: A Collaborative Partnership Focused on Student Learning
The umbrella program called Keeping Options Open, initiated by Johnson County Community College (JCCC), is a collaborative partnership between JCCC and Johnson County high schools to meet the educational and career needs of learners. Assessment of academics and interests are key components when assisting students to make the best decisions regarding their high school and postsecondary educational plans. A pilot program was designed to deliver a series of 3-year tiered career development/academic readiness workshops for students and parents beginning in the sophomore year and building through the junior and senior years. The goal was to enhance career development for high school students by linking it with academic readiness. 相似文献
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Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions 总被引：1，自引：0，他引：1
Xueli Wang 《Research in higher education》2013,54(6):664-692
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges. 相似文献
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Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
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Ashley N. Palmer William Elliott III Gregory A. Cheatham 《The Journal of educational research》2017,110(2):151-158
The authors focused on participation in extracurricular activities as a way of improving the educational outcomes of children with disabilities. Regarding students in the general population, adolescent involvement in extracurricular activities has been shown to have a positive association with school involvement and adolescent self-esteem, academic achievement, and adolescent development. Using the Educational Longitudinal Study dataset, the authors conducted logistic regression analyses to examine the relationship between participation in high school–sponsored extracurricular activities and postsecondary degree completion for students with disabilities. Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type of extracurricular activity. Students with disabilities who participate in high school extracurricular activities may have increased likelihood of completing a postsecondary degree. Implications for policy, practice, and future research are discussed. 相似文献
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In an attempt to reform high schools and prepare students with the knowledge and skills needed for the 21st century, educators and policymakers have turned to programs that combine career and academic pathways. One such program, Linked Learning, has taken up the reform challenge by relying on technical adjustments, rearranging students’ schedules, and integrating career technical education (CTE) with a set of courses that support students’ eligibility for their state and university college system. Linked Learning has attempted to avoid the pitfalls often associated with an earlier vocational education model. This article reports findings from a year-long study of eight schools in five districts whose district leaders and principals have placed Linked Learning at the core of their platform for school reform. Interviews with these educators reveal that while changing the structure of students’ course schedules offered some advantages for students, school principals were challenged to keep their academic and career promises. This qualitative investigation has shown that to understand reform challenges it is essential to examine the broader school, district, and state context in which the reform is embedded. Both structural and cultural considerations must be addressed if high school reform is to more effectively support students. 相似文献
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Rojewski JW 《Journal of learning disabilities》1999,32(6):533-552
A national longitudinal database was used to compare the aspirations and attainment of individuals with and without learning disabilities (LD) 2 years after high school completion. Analyses revealed that individuals with LD reported lower graduation rates, were more likely to aspire to moderate- (men) or low-prestige (women) occupations, and were more likely to be employed and less likely to be enrolled in some type of postsecondary education program than their nondisabled peers. High educational aspirations in Grade 12 and successful completion of an academic or college-prep high school program were equally important in predicting 2-year postsecondary status for adolescents enrolled in postsecondary education regardless of disability status. However, depending on disability status, different predictors were identified for individuals who were either employed or out of the workforce. These results point to a continued need for transition planning and support for young adults with LD and suggest ways in which professionals can anticipate and adjust for identified differences in aspirations and postsecondary attainment. 相似文献
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The present study is organized around the central hypothesis that the high school context affects students’ postsecondary
outcomes. Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey (ELS:2002),
this study broadens our empirical understanding of how students’ acquisition of human, social, and cultural capital at the
individual and school level affects 2- and 4-year college attendance. Results highlight the normative role of high schools
in promoting college enrollment, particularly the role of socioeconomics, academic preparation, and access to parent, peer,
and college-linking networks. This study advances our understanding of the secondary-postsecondary nexus and has implications
for policies and practices aimed at realizing the current administration’s promise of providing greater access to postsecondary
education for all students. 相似文献
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The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level. 相似文献
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Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student’s postsecondary educational attainment using ELS 2002–2012 and a comprehensive measure of course intensity derived from students’ patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students. 相似文献
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Marisa Castellano Kirsten Ewart Sundell George B. Richardson 《Peabody Journal of Education》2017,92(2):254-274
This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace. 相似文献