Enhancing Linkages to Postsecondary Education: Helping Youths Make a Successful Transition to College.

Autor/in	Bragg, Debra D.
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Enhancing Linkages to Postsecondary Education: Helping Youths Make a Successful Transition to College.
Quelle	(1999) 5, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Articulation (Education); College School Cooperation; Education Work Relationship; Educational Legislation; Educational Opportunities; Federal Legislation; High Schools; Higher Education; Integrated Curriculum; Outcomes of Education; Partnerships in Education; Tech Prep; Theory Practice Relationship; Vocational Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsrecht; Schulgesetz; Bildungsangebot; Bildungschance; Bundesrecht; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Dualsystem; Theorie-Praxis-Beziehung; Ausbildung; Berufsbildung
Abstract	Many more of the nation's youths deserve the opportunity to make the transition from school to college, casting the net of postsecondary education more widely and equitably. The necessity of encouraging more youths to participate in rigorous academics so they are ready to make a smooth transition to college has been recognized for some time. In the late 1960s, some states began to integrate academic and vocational education as a means of facilitating secondary-to-postsecondary transition. Reinforcing these ideas, federal vocational education legislation since 1972 has consistently emphasized secondary and postsecondary linkages, along with applied academics. Fundamental components of successful transition programs are as follows: (1) rigorous and engaging learning; (2) formal articulation strategies; (3) implementation of articulation agreements; (4) local partnerships and advanced skills articulation; (5) meaningful linkages between theory and practice; (6) outcomes-focused curriculum; (7) identification of the primary outcomes; (8) exploration of new forms of assessment; (9) access and opportunity for all; (10) longevity through collaboration; and (11) accountability and quality in future transition initiatives. Enhanced school-to-college transition can create valuable educational opportunities for all students. (The publication includes a list of quality indicators recommended by the National Association of Tech Prep Leadership for five integral components of a tech prep program. The document contains 39 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01