Literaturnachweis - Detailanzeige
| Autor/in | Thomas, Hollie B. |
|---|---|
| Institution | Florida State Univ., Tallahassee. |
| Titel | A Study to Determine the Impact of Basic Skills and Functional Literacy Requirements on Meeting the Vocational Needs of Secondary Students. Final Report, July 1, 1979-June 30, 1981. |
| Quelle | (1981), (196 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Achievement Tests; Basic Skills; Enrollment Influences; Functional Literacy; High School Seniors; High Schools; Minimum Competencies; Minimum Competency Testing; Remedial Instruction; State Standards; Vocational Education; Florida; Florida State Student Assessment Test |
| Abstract | A study was conducted to assess the impact of the Florida State Student Assessment Test (FSSAT) (Functional Literacy Test) on the enrollment in secondary-level vocational education courses. The 67 school districts in Florida were grouped according to population density into three levels of urbanization (low, medium, and high). Ten percent of the public high schools in each level of urbanization were randomly selected to participate in the study. Intact twelfth grade classes were randomly selected, and students in these classes were divided into vocational and nonvocational education groups. These students and county vocational education directors, vocational education teachers, and principals were surveyed. Contrary to the beliefs of vocational educators, vocational education enrollments increased. Disproportionate enrollment trends did exist; that is, while secondary-level vocational enrollments increased in Florida, total secondary-level enrollment declined. Very few students were deterred from enrolling in vocational courses because of the requirement to be remediated in order to pass the FSSAT. However, a substantial proportion of vocational students who failed the FSSAT did not re-enroll in vocational education courses. The overall effectiveness of the remedial practices was found to be low. It was recommended that (1) systematic, standardized remedial efforts be made; (2) procedures for measuring effectiveness of remedial practices be established; and (3) the reasons that students who failed the FSSAT did not re-enroll in vocational courses be studied. (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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