Analysis of the Competency-Based High School Diploma Program for CETA Clients. Report III: Student/Client Completion Results.

Autor/in	McMillan, Samuel H., Jr.
Institution	National Foundation for the Improvement of Education, Washington, DC.
Titel	Analysis of the Competency-Based High School Diploma Program for CETA Clients. Report III: Student/Client Completion Results.
Quelle	(1980), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Competency Based Education; Counselor Attitudes; Dropout Rate; Dropouts; Educational Attainment; Employment Level; Enrollment; Followup Studies; Graduate Surveys; High School Equivalency Programs; High School Graduates; Outcomes of Education; Participant Characteristics; Participant Satisfaction; Program Effectiveness; School Holding Power; Student Attitudes; Student Attrition; Student Characteristics; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Einschulung; Follow-up studies; Kontaktstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Lernleistung; Schulerfolg; Schülerverhalten; Schülerbeurlaubung; Lehrerverhalten
Abstract	A study examined the student/client completion of a competency-based high school diploma for CETA clients. Using follow-up forms, attendance records, correspondence, telephone calls, and client information sheets, researchers collected data from clients and staff pertaining to 102 of the 238 program clients from five sites in Texas (Abilene, Brownsville, El Paso, Houston, and Temple). Despite restrictions imposed by the Privacy Act, investigators were able to obtain information concerning 76 program graduates and 26 dropouts. Thirty-seven graduates were working at some time during the 90-day follow-up period. Less than half of them felt that their jobs were directly related to their career goals. Over 90 percent of the graduates surveyed were positive about the program's impact. Follow-up of the 26 dropouts or leavers revealed that those who chose to leave generally did so because their unrealistic expectations led to quick and easy disappointment. (Related reports describing the structural and programmatic features of the pilot project as a model and the employer follow-up are available separately--see note.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC