Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools

Autor/inn/en	Rosen, Rachel; Byndloss, D. Crystal; Parise, Leigh; Alterman, Emma; Dixon, Michelle
Institution	MDRC
Titel	Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools
Quelle	(2020), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; High Schools; Community Colleges; College School Cooperation; School Business Relationship; Career Readiness; College Readiness; Work Experience Programs; Tech Prep; Vocational Education; School Effectiveness; Partnerships in Education; Outcomes of Education; Public Schools; High School Students; Standardized Tests; State Standards; Exit Examinations; Credits; Attendance; New York (New York); New York State Regents Examinations + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Community college; Community College; Dualsystem; Ausbildung; Berufsbildung; Schuleffizienz; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Final examination; Abschlussprüfung; Anwesenheit
Abstract	The New York City P-TECH Grades 9-14 schools represent an education model that ties together the secondary, higher education, and workforce systems as a way to improve outcomes in both domains. The distinguishing feature of the P-TECH 9-14 model, as it is referred to in this report, is a partnership between a high school, a local community college, and one or more employer partners that focuses on preparing students for both college and careers -- not one or the other -- within a six-year timeframe. Education and workforce development are traditionally seen as separate spheres of influence with multiple transition points that students have been left to navigate largely on their own (for example, high school to postsecondary, and postsecondary to the workforce). P-TECH 9-14 is designed to seamlessly assist student navigation of those points -- supporting student success and mitigating the potential for students to fall through the cracks. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma (within four years) followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners support P-TECH 9-14 schools by providing students with work-based learning experiences such as internships, mentoring, and job shadowing. By design, the P-TECH 9-14 model offers students the opportunity to participate in focused and accelerated high school pathways, early college, and career-focused activities. This study offers initial impact and implementation findings from the first rigorous evaluation of the model, evaluating the first seven P-TECH 9-14 schools that opened in New York City. The study leverages the random lottery process created by the New York City High School Admissions System to identify impacts. The majority of the students in the sample who participated in the admissions lotteries were academically below proficiency in both math and English language arts (ELA) prior to entering high school. [This report was written with Fernando Medina. For the executive summary, see ED605313.] (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01