Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Unabridged Final Technical Report (Years 1-5)
Saved in:
| Title: | Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Unabridged Final Technical Report (Years 1-5) |
|---|---|
| Language: | English |
| Authors: | Hammond, Cathy, Withington, Cairen, Sharp, Julia L., Mobley, Catherine, Drew, Sam F., Stringfield, Samuel C., Stipanovic, Natalie, Swiger, Caroline M., Daugherty, Lindsay, Griffith, Cathy, National Dropout Prevention Center/Network (NDPC/N), National Research Center for Career and Technical Education |
| Source: | National Dropout Prevention Center/Network. 2014. |
| Availability: | National Dropout Prevention Center/Network (NDPC/N). Clemson University, 209 Martin Street, Clemson, SC 29631-1555. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/home |
| Peer Reviewed: | N |
| Page Count: | 469 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Office of Vocational and Adult Education (ED) |
| Contract Number: | VO51A070003 |
| Document Type: | Reports - Research Numerical/Quantitative Data Tests/Questionnaires |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Dropout Prevention, Student Needs, Elementary Secondary Education, Postsecondary Education, Higher Education, Educational Change, Success, Intervention, College Readiness, Career Readiness, Academic Standards, Program Effectiveness, State Policy, High Schools, Career Counseling, School Counseling, Career Education, Technical Education, Educational Legislation, Federal Legislation, Vocational Education, Interviews, Risk, Poverty, Career Planning, Policy Formation, Focus Groups, Hypothesis Testing, Economic Development |
| Geographic Terms: | South Carolina |
| Laws, Policies and Program Identifiers: | Carl D Perkins Vocational and Technical Education Act 1998 |
| Abstract: | This final report presents findings from data collection and analysis conducted during a five-year study by the National Dropout Prevention Center (NDPC) at Clemson University, in conjunction with colleagues from the National Research Center for Career and Technical Education (NRCCTE) at the University of Louisville. This project was one of three NRCCTE studies intended to increase knowledge about Perkins IV-defined Programs of Study (POS) and their development; how best to organize a POS to meet the needs of students, parents, schools, and the community; and the impact of POS on student outcomes. This study examined a statewide K-16 school reform act, the "Personal Pathways to Success Initiative," which was designed to focus on college and career readiness through a combination of high academic standards with career-focused education. The study's goals were to measure specific impact related to the state policy and the development of POS. This study examined the policy in its early implementation years and in the context of high school. The report begins with a summary of some of the relevant research on career-focused education, CTE reform, and counseling and guidance in CTE and programs of study. Then, it offers a brief overview of the South Carolina policy framework. The design of the study and the study sites are then described, followed by a discussion of statewide policy implementation and outcomes. The bulk of the report describes in detail observations across sample schools and contains five sections that focus on: (1) policy implementation and student outcomes, (2) evidence found at sample schools on programs of study and their influence on student outcomes, (3) possible relationships between the policy and development of programs of study, (4) the influence of local economic resources on both policy and programs of study implementation, and (5) school-level graduation rates and their relationships to policy or programs of study implementation. Next, there is a brief description of challenges the team faced in trying to "count" Perkins IV-type programs of study at sample schools. The final two sections summarize major findings and the key themes that emerged from these, as well as implications of study findings for further research, for practitioners, and for policymakers. "Resulting Papers and Presentations on Study Findings" can be found in Appendix C. |
| Abstractor: | ERIC |
| Number of References: | 104 |
| Entry Date: | 2014 |
| Accession Number: | ED576187 |
| Database: | ERIC |
| Abstract: | This final report presents findings from data collection and analysis conducted during a five-year study by the National Dropout Prevention Center (NDPC) at Clemson University, in conjunction with colleagues from the National Research Center for Career and Technical Education (NRCCTE) at the University of Louisville. This project was one of three NRCCTE studies intended to increase knowledge about Perkins IV-defined Programs of Study (POS) and their development; how best to organize a POS to meet the needs of students, parents, schools, and the community; and the impact of POS on student outcomes. This study examined a statewide K-16 school reform act, the "Personal Pathways to Success Initiative," which was designed to focus on college and career readiness through a combination of high academic standards with career-focused education. The study's goals were to measure specific impact related to the state policy and the development of POS. This study examined the policy in its early implementation years and in the context of high school. The report begins with a summary of some of the relevant research on career-focused education, CTE reform, and counseling and guidance in CTE and programs of study. Then, it offers a brief overview of the South Carolina policy framework. The design of the study and the study sites are then described, followed by a discussion of statewide policy implementation and outcomes. The bulk of the report describes in detail observations across sample schools and contains five sections that focus on: (1) policy implementation and student outcomes, (2) evidence found at sample schools on programs of study and their influence on student outcomes, (3) possible relationships between the policy and development of programs of study, (4) the influence of local economic resources on both policy and programs of study implementation, and (5) school-level graduation rates and their relationships to policy or programs of study implementation. Next, there is a brief description of challenges the team faced in trying to "count" Perkins IV-type programs of study at sample schools. The final two sections summarize major findings and the key themes that emerged from these, as well as implications of study findings for further research, for practitioners, and for policymakers. "Resulting Papers and Presentations on Study Findings" can be found in Appendix C. |
|---|
