Literaturnachweis - Detailanzeige
| Titel | Pathways to College Access and Success |
|---|---|
| Quelle | In: Journal for Vocational Special Needs Education, 28 (2006) 3, S.17-46 (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0195-7597 |
| Schlagwörter | Transitional Programs; Dual Enrollment; Tech Prep; Advanced Placement Programs; Case Studies; College Preparation; Vocational Education; High Schools; Student Recruitment; Admission Criteria; Curriculum; Data Collection; Academic Support Services; Pupil Personnel Services; California; Iowa; Minnesota; New York; Texas |
| Abstract | This report provides an in-depth look at five different programs, all of which currently, or are making efforts to, include a broad range of students. The five Credit-Based Transition Programs (CBTPs) studied are located in five states--California, Iowa, Minnesota, New York and Texas--and included two dual enrollment programs (one with a career and technical focus), a Southern California Middle College High School (MCHS), an International Baccalaureate program, and a Tech-Prep program. In order to develop a deep understanding of the programs' structures and features, two visits were made to each site. Promising practices are described, as well as barriers to such practices. The findings are based on qualitative research that can potentially inform further, outcomes-based research. This report presents the five case study sites and examines some of the ways in which contextual features influenced program implementation. The report also presents the cross-case findings, focusing on four key program features--(1) student recruitment and selection processes; (2) curriculum; (3) support services; and (4) data collection and use. As the sites collect limited outcomes data, the benefits that study participants felt students gained through their CBTP experiences are briefly discussed. The report concludes by presenting recommendations for policymakers, practitioners, and researchers. (Contains 8 endnotes.) (ERIC). |
| Anmerkungen | Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site: http://www.cew.wisc.edu/JVSNE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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