Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Executive Summary

Autor/inn/en	Hammond, Cathy; Drew, Sam F.; Withington, Cairen; Griffith, Cathy; Swiger, Caroline M.; Mobley, Catherine; Sharp, Julia L.; Stringfield, Samuel C.; Stipanovic, Natalie; Daugherty, Lindsay
Institution	National Research Center for Career and Technical Education
Titel	Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Executive Summary
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Policy; Vocational Education; Longitudinal Studies; Program Effectiveness; High School Students; State Legislation; Educational Legislation; Outcomes of Education; School Counselors; Mixed Methods Research; Cohort Analysis; Surveys; Educational Change; Career Planning; Economic Factors; Program Implementation; Interviews; Focus Groups; South Carolina + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Landesrecht; Bildungsrecht; Schulgesetz; Lernleistung; Schulerfolg; School counselor; Beratungslehrer; Pädagogischer Berater; Kohortenanalyse; Survey; Umfrage; Befragung; Bildungsreform; Karriereplanung; Ökonomischer Faktor; Interviewing; Interviewtechnik
Abstract	This executive summary outlines key findings from the final technical report of a five-year study of South Carolina's Personal Pathways to Success Initiative, which was authorized by the state's Education and Economic Development Act (EEDA) in 2005. The Personal Pathways initiative is a K-16, career-focused school reform model intended to improve student achievement and preparedness for postsecondary education and high-skill, high-wage, and high-demand jobs. EEDA was designed to achieve these results through a focus on career awareness and exploration at all school levels and through the creation of locally relevant career pathways and programs of study (POS). The goals of EEDA are closely aligned with those of the Carl D. Perkins Career and Technical Education Act of 2006, otherwise known as Perkins IV, which allowed researchers to conduct an examination of the effects of the Perkins Act in the context of a highly supportive state policy. The study's goals were to measure specific impacts related to the state policy and the development of POS; the study examined the policy in its early implementation years and in the context of high school. [For the full technical report, see ED574462. For Technical Appendix A: Implementation of the Education and Economic Development Act, see ED574467. For Technical Appendix B, see ED574466.] (ERIC).
Anmerkungen	National Research Center for Career and Technical Education. University of Louisville, College of Education and Human Development, Louisville, KY 40292. Tel: 877-372-2283; Tel: 502-852-4727; Fax: 502-852-3308; e-mail: nrccte@louisville.edu Web site: http://www.nrccte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01