Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Final Technical Report: Major Findings and Implications

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Autor/inn/en	Hammond, Cathy; Drew, Sam F.; Withington, Cairen; Griffith, Cathy; Swiger, Caroline M.; Mobley, Catherine; Sharp, Julia L.; Stringfield, Samuel C.; Stipanovic, Natalie; Daugherty, Lindsay
Institution	National Research Center for Career and Technical Education
Titel	Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Final Technical Report: Major Findings and Implications
Quelle	(2013), (156 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Policy; Vocational Education; Longitudinal Studies; Program Effectiveness; High School Students; State Legislation; Educational Legislation; Outcomes of Education; School Counselors; Mixed Methods Research; Cohort Analysis; Surveys; Educational Change; Career Planning; Economic Factors; Program Implementation; Interviews; Focus Groups; South Carolina + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Landesrecht; Bildungsrecht; Schulgesetz; Lernleistung; Schulerfolg; School counselor; Beratungslehrer; Pädagogischer Berater; Kohortenanalyse; Survey; Umfrage; Befragung; Bildungsreform; Karriereplanung; Ökonomischer Faktor; Interviewing; Interviewtechnik
Abstract	This is the final technical report from the National Research Center for Career and Technical Education's (NRCCTE's) five-year longitudinal study of South Carolina's Personal Pathway to Success initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005. NRCCTE-affiliated researchers at the National Dropout Prevention Center at Clemson University investigated the extent to which EEDA facilitated the creation of programs of study/career pathways and whether these programs led to improved student high school and postgraduation preparation and planning. The study followed two student cohorts from a sample of eight high schools from economically and culturally diverse regions of the state. To create a broader understanding of EEDA's influence on schools, teachers, students, and the creation of programs of study (POS), various quantitative and qualitative data were collected and analyzed. Quantitative data included student outcome and survey data from the Classes of 2009 and 2011 and survey data from guidance personnel. Overall, researchers found that EEDA was having some positive impacts, including increasing career-focused activities at all schools and enhancing roles for guidance personnel. Surprisingly, schools with more challenging economic situations were more likely to embrace and fully implement programs of study/career pathways than schools with more resources. Researchers found mixed or contradictory results on associations between the development of programs of study/career pathways and student outcomes. The full technical report includes two technical appendices and recommendations for researchers, practitioners, and policymakers interested in transforming CTE--and future iterations of Perkins--through sector strategy-responsive collaborations between secondary, postsecondary, and business and systemic reforms of state policies and practices. [For the executive summary, see ED574465. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467. For Technical Appendix B, see ED574466.] (ERIC).
Anmerkungen	National Research Center for Career and Technical Education. University of Louisville, College of Education and Human Development, Louisville, KY 40292. Tel: 877-372-2283; Tel: 502-852-4727; Fax: 502-852-3308; e-mail: nrccte@louisville.edu Web site: http://www.nrccte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01