Career Academies: Educating Urban Students for Career Success. ERIC/CUE Digest, Number 84.

Autor/in	Burnett, Gary
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Career Academies: Educating Urban Students for Career Success. ERIC/CUE Digest, Number 84.
Quelle	(1992), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0889-8049
Schlagwörter	Career Education; Cooperative Programs; Coordination; Curriculum Evaluation; Disadvantaged Youth; Dropout Prevention; Educational Cooperation; High Risk Students; High Schools; Noncollege Bound Students; School Business Relationship; School Restructuring; Urban Schools; Urban Youth; Vocational Education; Vocational High Schools + Suchen Sie Ihr Suchwort? Arbeitslehre; Koordination; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Benachteiligter Jugendlicher; Education; cooperation; Kooperation; Problemschüler; High school; Oberschule; Schulreformplan; Schulumwandlung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Ausbildung; Berufsbildung
Abstract	This ERIC Digest reviews the school restructuring tool of career academies serving the non-college bound student. The career academy movement began with the Electrical Academy in Philadelphia, Pennsylvania. The model was exported to California where it became the basis for the Peninsula Academies in the Sequoia Union High School District and from there the movement has spread nationally. Most career academies share a number of attributes: school-within-a-school format, voluntary student participation, broadly-defined career themes, integration of academic and vocational curricula, scheduling that keeps students together throughout the day and throughout the 3- or 4-year program, rigorous academic courses, work experience, high levels of involvement by local businesses, and outside funding from business and government sources. One of the strongest features of the academy model is its curricular and pedagogical coordination that integrates academic and vocational courses and allows collaboration between teachers. Most career academies emerged in urban districts and have served the disadvantaged population that is at risk of dropping out. The voluntary nature of the academies extends to faculty and staff. From the beginning, academies have benefited from a high level of business involvement. Career academies require a significant financial investment by school districts but the long-term benefits appear to outweigh the investments required. (Contains six references.) (JB)
Anmerkungen	ERIC Clearinghouse on Urban Education, Box 40, Teachers College, Columbia University, New York, NY 10027 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC