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Author: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
ISBN:
Category : Career academies
Languages : en
Pages : 12
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Book Description
Author: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
ISBN:
Category : Career academies
Languages : en
Pages : 12
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Book Description
Author: David Stern
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 224
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Book Description
This book explains the unique design and functioning of the career academy - a vigorous school-within-a-school that focuses on career preparation - and shows how it goes beyond traditional vocational programs to integrate academic and vocational curriculum, raise student ambitions, increase career options, and provide a meaningful learning context for both potential dropouts and college-bound youth. The authors provide education policy makers, administrators, and teachers with step-by-step guidance for setting up career academies. Drawing on their extensive experience in researching, administering, and evaluating career academies over the past decade, the authors offer advice on handling staffing, budgeting, student selection, and parental involvement. They explain how to build effective school-business partnerships by recruiting employers to serve as curriculum advisers, speakers, field trip hosts, and student job supervisors. And they use examples of thriving academy programs to illustrate how career academies are leading the way in bringing rigor and relevance back to the classroom.
Author: Linda Kyees
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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Book Description
The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.
Author: Steven W. Hemelt
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Book Description
Modern career academies aim to prepare students for college and the labor market. This paper examines the profile of students entering such academies in one school district and estimates causal effects of participation in one of the district's well-regarded academies on a range of high school and college outcomes. Using rich administrative data from the Wake County Public School System, we find that students who enter contemporary career academies are generally higher performing than their non-academy peers. Further, we document that Hispanic students and those with limited English proficiency are somewhat less likely to enroll than other students, even after we control for differences in prior academic achievement and high school choice sets. Exploiting the lottery-based admissions process of one technology-focused academy, we then estimate causal effects of participation in a career academy on high school attendance, achievement, and graduation, as well as college-going. We find that enrollment in this academy increases the likelihood of high school graduation and college enrollment each by about 8 percentage points, with the attainment gains concentrated among male students. We also find that academy participation reduces 9th grade absences but has little influence on academic performance, AP course-taking, or AP exam success during high school. Analysis of candidate mechanisms suggests that roughly one fifth of the overall high school graduation effect can be attributed to improved student engagement in high school. Tables are appended.
Author: William J. Stull
Publisher: Bloomsbury Publishing USA
ISBN: 0313056846
Category : Education
Languages : en
Pages : 308
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Book Description
The School-to-Work movement came together as a major national force for educational reform in the late 1980s and reached its peak in 1994 with the passage of the School-to-Work Opportunities Act. Throughout the 1990s, the movement had a substantial record of creativity and accomplishment. Among other things, it hastened the spread of career development activities for all students, strengthened ties between schools and local employers, and supported the creation of many innovative work-based education programs. By the end of the decade, however, the influence of the movement had begun to decline as other reform movements came to dominate the national educational landscape. The book documents the successes and failures of the STW movement during this dramatic decade and assesses the movement's prospects for the future. The book's chapters are written by the nation's top scholars in the STW field and focus on all aspects of the STW movement. Among the topics covered are STW implementation and participation, career academies, education and employment effects of STW participation, the role of STW programming in the new economy, the college for all movement, and STW pedagogy.
Author: Will Glaster Artis
Publisher:
ISBN:
Category :
Languages : en
Pages : 130
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Book Description
William G. Artis, Jr., EXAMINING THE EFFECT OF IMPLEMENTING A CAREER ACADEMY WITHIN AN UNDER-PERFORMING HIGH SCHOOL (Under the direction of Dr. Travis Lewis) Department of Educational Leadership, May 2021. Career academies provide high school students with an opportunity to complete high school coursework while deeply exploring a potential career field concentration. Such academy models aim to improve high graduation rates and college and career readiness of students. However, the implementation of a career academy program can be challenging and may not always lead to the results intended. This action research study explores the effect of implementing a career academy in a large, underperforming traditional high school. Perceptions of career academy teachers as they participate in the implementation are explored. Additionally, student outcome measures in the form of achievement test scores and conduct reporting serve as indicators of the effect of implementation. The Four Keys to College and Career Readiness Model by David Conley served to guide the career academy implementation process
Author:
Publisher:
ISBN:
Category : Labor laws and legislation
Languages : en
Pages : 100
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Book Description
Publishes in-depth articles on labor subjects, current labor statistics, information about current labor contracts, and book reviews.
Author: Gilberto Q. Conchas
Publisher: Teachers College Press
ISBN: 0807771015
Category : Education
Languages : en
Pages : 217
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Book Description
“If the cogent messages of this searing and compelling book are heeded and implemented by educational researchers, policymakers, and practitioners, our nation will be greatly enriched by the abundant gifts of young men of color.” —James A. Banks, Kerry and Linda Killinger Professor in Diversity Studies and Director of the Center for Multicultural Education, University of Washington, Seattle “This insightful, theoretically rich, and timely book helps readers understand why many young men turn to gangs and how schools and community-based organizations can counter the lure of the streets to expand opportunities for young men of color.” —Pedro A. Noguera, Peter L. Agnew Professor of Education, New York University, and author of City Schools and the American Dream “This book provides an important testament to the power we have to change lives and to the remarkable resiliency that brings hope in the face of hardship. —Rachel F. Moran, Michael J. Connell Distinguished Professor of Law and Dean, UCLA School of Law In Streetsmart Schoolsmart, two respected scholars present original research on youth gangs and school success to explain why some boys become disengaged and join gangs while others do not. Chapters vividly describe how urban boys from different ethnic backgrounds (Asian, African American, and Latino) approach schooling and identify the sociocultural factors that affect their choices. The authors concentrate on three areas: (1) the role of marginalized communities in the formation of urban gang youth, (2) the role of community-based organizations in reengaging urban youth, and (3) the role of schools in creating opportunities for urban boys to succeed despite disparities in their economic and social circumstances. Streetsmart Schoolsmart points the way toward important changes that can break the cycle of poverty in American neighborhoods and society. It is essential reading for educators and all professionals working with urban youth, and anyone concerned with the success of young boys. Gilberto Q. Conchas is executive director of the Career Academy Support Network (CASN) at the University of California, Berkeley, and associate professor of education at the University of California, Irvine. James Diego Vigil is professor of social ecology at the University of California, Irvine.
Author: Anne Kim
Publisher: The New Press
ISBN: 1620975688
Category : Social Science
Languages : en
Pages : 182
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Book Description
Winner of the 2020 Goddard Riverside Stephan Russo Book Prize for Social Justice A deeply affecting exposé of America's hidden crisis of disconnected youth, in the tradition of Matthew Desmond and Adrian Nicole LeBlanc For the majority of young adults today, the transition to independence is a time of excitement and possibility. But 4.5 million young people—or a stunning 11.5 percent of youth aged sixteen to twenty-four—experience entry into adulthood as abrupt abandonment, a time of disconnection from school, work, and family. For this growing population of Americans, which includes kids aging out of foster care and those entangled with the justice system, life screeches to a halt when adulthood arrives. Abandoned is the first-ever exploration of this tale of dead ends and broken dreams. Author Anne Kim skillfully weaves heart-rending stories of young people navigating early adulthood alone, in communities where poverty is endemic and opportunities almost nonexistent. She then describes a growing awareness—including new research from the field of adolescent brain science—that "emerging adulthood" is just as crucial a developmental period as early childhood, and she profiles an array of unheralded programs that provide young people with the supports they need to achieve self-sufficiency. A major work of deeply reported narrative nonfiction, Abandoned joins the small shelf of books that change the way we see our society and point to a different path forward.
Author: Kathryn M. Borman
Publisher: IAP
ISBN: 1617355984
Category : Education
Languages : en
Pages : 243
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Book Description
Pressing Forward: Increasing and Expanding Rigor and Relevance in America’s High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be equipped with tools they need during and beyond high school for mapping their futures in a global and flat world that demands workers prepared to take up 21st century careers. Following Thomas Freidman and other writers on the topic, this book takes as its core premise that the world has been irrevocably altered by technology and that technology takes a prominent role in shaping post-secondary education and career opportunities. The challenges facing education and educators in a flattened world can best be addressed by creating opportunities for students who are ready for a world in which they are expected to pursue learning throughout their lifetimes, understand and use technology, engage in active civic lives, function well in ethnically diverse workplace settings, and be willing to take risks. Most of all, however, these individuals must be very well prepared during high school by taking advanced level mathematics, science and other challenging coursework, while at the same time actively engaging in collaborative, creative endeavors that prepare them to continuously reinvent themselves to stay ahead of automation and outsourcing. The book will be a unique and useful contribution to the education reform and policy literature as it examines secondary education at an historical moment—the convergence of significant education spending and focus on high school reform. Developed from diverse authors’ research programs on secondary education, the chapters in this volume highlight both changing and steadfast features of high schools, questioning if attempts to foster change—whether tinkering around the edges or inventing a new way—adequatly adress shortcomings in equity and excellence found in American high schools.
