Career-Based Comprehensive School Reform: Serving Disadvantaged Youth in Minority Communities

Autor/inn/en	Castellano, Marisa; Stone, James R., III; Stringfield, Sam; Farley-Ripple, Elizabeth N.; Overman, Laura T.; Hussain, Roshan
Institution	National Research Center for Career and Technical Education
Titel	Career-Based Comprehensive School Reform: Serving Disadvantaged Youth in Minority Communities
Quelle	(2007), (265 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Longitudinal Studies; School Restructuring; Community Characteristics; Disadvantaged Youth; Minority Groups; At Risk Students; Articulation (Education); Middle Schools; High Schools; Community Colleges; Attendance; Tech Prep; Educational Experience; Academic Achievement; Career Education; Technical Education; Academic Persistence; School Holding Power; Dropout Rate + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulreformplan; Schulumwandlung; Benachteiligter Jugendlicher; Ethnische Minderheit; Articulation; Artikulation (Ling); Artikulation; Aussprache; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Community college; Community College; Anwesenheit; Dualsystem; Bildungserfahrung; Schulleistung; Arbeitslehre; Technikunterricht
Abstract	This report presents the results of a five-year longitudinal study designed to examine the effect of career-based comprehensive school reform on creating a successful high school experience and preparing youth for the adult world of postsecondary education and work. The study included three feeder patterns of middle schools, high schools, and community colleges in communities with high percentages of at-risk students. The high schools implemented career-based comprehensive school reform to try to improve the educational chances of the poor and minority students they served. Comparison high schools with similar student populations but not undergoing comprehensive school reform efforts were found. High school engagement and achievement were measured using attendance, dropout, course-taking, and graduation data. High school transition was measured using responses to a senior survey, participation in Tech Prep and dual credit opportunities, and achievement data for the graduates who attended their local community college. All measures were compared to the comparison school students. The outcomes were mixed. None of the three schools achieved consistent gains over their respective comparison group on measures of academic achievement. However, one finding held true across all six high schools: The odds of dropping out declined as the proportion of the high school experience invested in CTE courses increased. In terms of transition to postsecondary, more students reported having a post-high school plan than their comparison school counterparts at two of the three study schools. Many students at the study schools aligned their next step with their high school course of study. Finally, most of the students who attended their local community college needed to take remedial coursework. The implications of these findings are discussed. Appendices include: (1) Methods Supplement 149; (2) Chapter 3 Supplemental Analyses 179; (3) Chapter 4 Supplemental Analyses 207; and (4) Posthoc Analyses of AHS Comparison Subgroups. (Contains 172 tables and 5 figures.) (As Provided).
Anmerkungen	National Research Center for Career and Technical Education. Available from: The National Dissemination Center for Career and Technical Education. 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-678-6011; Tel: 614-292-9931; Fax: 614-688-3258; e-mail: ndccte@osu.edu; Web site: http://www.nccte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10