School-to-Career Program. Feedback. Publication Number 98.11.

Autor/in	Patrick, Ertha S.
Institution	Austin Independent School District, TX. Office of Program Evaluation.
Titel	School-to-Career Program. Feedback. Publication Number 98.11.
Quelle	(1999), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Articulation (Education); Career Education; Education Work Relationship; High School Students; High Schools; Program Evaluation; School Districts; Tech Prep; Technical Occupations + Suchen Sie Ihr Suchwort? Schulleistung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Arbeitslehre; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; School district; Schulbezirk; Dualsystem; Technical occupation; Technischer Beruf
Abstract	School-to-Career (STC) describes a system of integrated school-based and work-based learning that integrates academic and occupational learning in the Austin Independent School District (AISD), Texas. STC, or Career and Technology Education (CATE) students are grouped into categories according to level of participation as CATE Elective, CATE Coherent (completion of a coherent sequence of course work), and Tech Prep (completion of a coherent sequence of course work within a pathway with state approved articulation courses). This report documents and presents demographic and collective STC data for the 1998-99 school year. Between August 1998 and May 1999, 18,261 students were enrolled in CATE courses. Sixty-five percent of the AISD's high school students are enrolled in CATE courses. In grades 11 and 12, students who participated in CATE have a higher reading and writing passing rate on the Texas Assessment of Academic Skills than non-CATE participants. Tech Prep students had the lowest dropout rate and the highest postsecondary enrollment rate of the AISD 1996-97 cohort. The course failure rate for students at three high schools who participated in the "Connections" course, a course for ninth graders coordinated by STC personnel, was lower than the failure rate for students who did not take "Connections." Several recommendations are made to improve the evaluative process of the STC program. These include better data collection and quality assurance methods to ensure the accuracy of the data collected. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC