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

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Title: Career-Based Comprehensive School Reform: Serving Disadvantaged Youth in Minority Communities
Language: English
Authors: Castellano, Marisa, Stone, James R., III, Stringfield, Sam, National Research Center for Career and Technical Education
Source: National Research Center for Career and Technical Education. 2007.
Availability: 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
Peer Reviewed: N
Physical Description: PDF
Page Count: 265
Publication Date: 2007
Sponsoring Agency: Office of Vocational and Adult Education (ED)
Document Type: Numerical/Quantitative Data
Reports - Evaluative
Education Level: High Schools
Middle Schools
Two Year Colleges
Descriptors: 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
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.)
Abstractor: As Provided
Number of References: 144
Entry Date: 2010
Accession Number: ED508963
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Career-Based Comprehensive School Reform: Serving Disadvantaged Youth in Minority Communities
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  Data: <searchLink fieldCode="AR" term="%22Castellano%2C+Marisa%22">Castellano, Marisa</searchLink><br /><searchLink fieldCode="AR" term="%22Stone%2C+James+R%2E%2C+III%22">Stone, James R., III</searchLink><br /><searchLink fieldCode="AR" term="%22Stringfield%2C+Sam%22">Stringfield, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22National+Research+Center+for+Career+and+Technical+Education%22">National Research Center for Career and Technical Education</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Research+Center+for+Career+and+Technical+Education%22"><i>National Research Center for Career and Technical Education</i></searchLink>. 2007.
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  Data: 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
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  Data: N
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  Data: PDF
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  Data: 265
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  Label: Publication Date
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  Data: 2007
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  Data: Office of Vocational and Adult Education (ED)
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  Data: Numerical/Quantitative Data<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22School+Restructuring%22">School Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Characteristics%22">Community Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Articulation+%28Education%29%22">Articulation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Tech+Prep%22">Tech Prep</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Education%22">Career Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Education%22">Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Rate%22">Dropout Rate</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
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  Data: As Provided
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  Data: 144
– Name: DateEntry
  Label: Entry Date
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  Data: 2010
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED508963
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED508963
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 265
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: School Restructuring
        Type: general
      – SubjectFull: Community Characteristics
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Minority Groups
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      – SubjectFull: At Risk Students
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      – SubjectFull: Articulation (Education)
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      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: High Schools
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      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Attendance
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      – SubjectFull: Tech Prep
        Type: general
      – SubjectFull: Educational Experience
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Career Education
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      – SubjectFull: Technical Education
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      – SubjectFull: Academic Persistence
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      – SubjectFull: School Holding Power
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      – SubjectFull: Dropout Rate
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    Titles:
      – TitleFull: Career-Based Comprehensive School Reform: Serving Disadvantaged Youth in Minority Communities
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