Vocational Education for Special Populations: Recommendations for Improving State Policy.

Autor/inn/en	Phelps, L. Allen; und weitere
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Vocational Education for Special Populations: Recommendations for Improving State Policy.
Quelle	(1991), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Demonstration Programs; Educational Legislation; Educational Research; Employment Patterns; Enrollment; Federal Legislation; Literature Reviews; Mainstreaming; Outcomes of Education; Postsecondary Education; Program Effectiveness; Public Policy; Racial Integration; Sex Discrimination; Sex Fairness; Special Needs Students; State Government; Vocational Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Bildungsforschung; Pädagogische Forschung; Beschäftigungsstruktur; Einschulung; Bundesrecht; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Öffentliche Ordnung; Rassenintegration; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung; Sonderpädagogischer Förderbedarf; Bund-Länder-Beziehung; Ausbildung; Berufsbildung
Abstract	Three aspects of equity embedded in the Carl D. Perkins Vocational Education Act of 1984 were examined through a review of the research literature: access, program effects, and student outcomes. The analysis suggested that access to vocational education programs for disabled students improved in recent years, disadvantaged and poor students continued to be significantly overrepresented in many programs, and limited-English-proficient students had very little access to vocational education. Little empirical evidence documented effects of different program approaches or components. A broadly defined list of "components" or "practices" that tended to be supported by case study data was developed, although studies frequently cautioned that much of what was observed was unique to the program setting. Administrative support and adequate financial support appeared to be important. In regard to student outcomes, the differentials in earnings and labor force participation between majority groups and special populations completing high school vocational education programs appeared to be reduced. The following strategies were outlined to enhance access to and attainment of equitable outcomes for vocational special needs students: (1) use of an access ratio; (2) development of guidelines that incorporate components of effective programs; (3) development of computer-based tracking systems; and (4) development of performance outcomes. (82 references) (YLB)
Anmerkungen	National Center for Research in Vocational Education Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-031: $3.25).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01