Executive Summary

Titel	Executive Summary
Quelle	In: Journal for Vocational Special Needs Education, 28 (2006) 3, S.12-16 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-7597
Schlagwörter	Transitional Programs; College Credits; Advanced Placement Programs; At Risk Students; Program Descriptions; Best Practices; Institutional Characteristics + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	This report looks at the ways that credit-based transition programs (CBTPs) may help middle-and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that credit-based transition programs face when trying to include such students. This report is the final report from the Accelerating Student Success Through Credit-Based Transition Programs study, which was initiated by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE) in the fall of 2003. The goal of the study is to better understand the characteristics of credit-based transition programs (CBTPs) and the students they serve. The first section of the report describes the sites and examines some of the ways in which contextual features influence program implementation. The report then highlights findings regarding four key program features: (1) student recruitment and selection processes; (2) curriculum; (3) support services; and (4) data collection and use. Recommendations for policymakers, practitioners, and researchers are presented. (ERIC).
Anmerkungen	Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site: http://www.cew.wisc.edu/JVSNE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10