Improving Quality and Accountability in Vocational Technological Programs: An Evaluation of Arizona's VTE Model and Performance Standards.

Autor/inn/en	Vandegrift, Judith A.; und weitere
Institution	Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Titel	Improving Quality and Accountability in Vocational Technological Programs: An Evaluation of Arizona's VTE Model and Performance Standards.
Quelle	(1994), (213 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Educational Needs; Educational Planning; Evaluation Methods; Evaluation Utilization; Models; Needs Assessment; Postsecondary Education; Program Evaluation; Program Improvement; Questionnaires; School Districts; State Standards; State Surveys; Statewide Planning; Tables (Data); Technology Education; Vocational Education; Arizona + Suchen Sie Ihr Suchwort? Verantwortung; Educational need; Bildungsbedarf; Bildungsplanung; Analogiemodell; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fragebogen; School district; Schulbezirk; Planwirtschaft; Tabelle; Technisch-naturwissenschaftlicher Unterricht; Ausbildung; Berufsbildung
Abstract	A study examined statewide implementation of the Arizona Department of Education's vocational technological education (ADE/VTE) model and the feasibility of using Arizona's performance standards in evaluating processes/outcomes at model sites. Data were collected from a pilot study of 12 sites and survey of 128 Arizona local education authorities (LEAs). Although most schools surveyed believed they were implementing model programs, site visits established that many schools were not in fact replicating the ADE/VTE model. Conceptual/definitional difficulties with the ADE/VTE model and performance standards and problems in local implementation of the model and standards were identified. The following actions were recommended: simplify the model, increase technical assistance and support to LEAs toward implementing the VTE model, redesign the performance standards system to enable collection and reporting of valid and reliable student performance data, enhance technical assistance efforts to help sites collect/report more valid/reliable data and use data for program improvement, and work toward designing an evaluation system incorporating recent federal/state policy reforms. (Fourteen tables/figures are included. Appendixes constituting approximately two-thirds of this report contain the following: list of ADE/VTE model-funded sites, site visit reports and checklists, site visit comparisons on program characteristics, and results of the LEA performance standards procedures survey.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC