New Pathways to Careers and College: Examples, Evidence, and Prospects

Autor/inn/en	Visher, Mary G.; Stern, David
Institution	MDRC
Titel	New Pathways to Careers and College: Examples, Evidence, and Prospects
Quelle	(2015), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Development; Career Education; Technical Education; Vocational Education; Postsecondary Education; College Readiness; Job Skills; Employment Qualifications; High School Students; College Students; Interviews; Models; Skill Development; Educational History; Educational Change; Decision Making; Academic Aspiration; Occupational Aspiration; Integrated Curriculum; Relevance (Education); School Business Relationship; College School Cooperation; Partnerships in Education; Academic Standards; Accountability; Career Academies; High Schools + Suchen Sie Ihr Suchwort? Berufsentwicklung; Arbeitslehre; Technikunterricht; Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Interviewing; Interviewtechnik; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; History of education; Bildungsgeschichte; Bildungsreform; Decision-making; Entscheidungsfindung; Berufsneigung; Berufsziel; Relevance; Relevanz; Hochschulpartnerschaft; Verantwortung; Berufsakademie
Abstract	The debate about high school reform is increasingly focused on the role of career-technical education (CTE) in helping to prepare "all" students for success in "both" postsecondary education and the workforce. The stand-alone vocational courses into which high school students with lower academic achievement were often channeled are becoming a thing of the past. Instead, programs that merge CTE, rigorous academic coursework, and career exploration opportunities, while creating clear pathways through high school, college, and beyond, are gaining momentum. This report describes some of the most prominent of these "pathway" models, identifies localities where the approach has gained the most traction, discusses the underlying principles that characterize the most promising programs, and briefly presents the evidence of their potential to make a difference. The report concludes with a set of recommendations for future investment to strengthen and scale such programs. The following are appended: (1) Pathway Approaches and Models; and (2) National Experts Interviewed for This Report. (As Provided).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01