Building School-to-Work Systems on a Tech-Prep Foundation. The Status of School-to-Work Features in Tech-Prep Initiatives.

Autor/in	Silverberg, Marsha K.
Institution	Mathematica Policy Research, Princeton, NJ.
Titel	Building School-to-Work Systems on a Tech-Prep Foundation. The Status of School-to-Work Features in Tech-Prep Initiatives.
Quelle	(1996), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Articulation (Education); Consortia; Cooperative Planning; Data Collection; Education Work Relationship; High Schools; Higher Education; Models; National Surveys; Program Implementation; School Business Relationship; Staff Development; Student Placement; Systems Approach; Tables (Data); Tech Prep; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Vereinigung; Data capture; Datensammlung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Personnel development; Personalentwicklung; Schülerpraktikum; Systemischer Ansatz; Tabelle; Dualsystem; Ausbildung; Berufsbildung
Abstract	Data from annual surveys of Tech-Prep consortia that were administered to all local consortia in 1993 and 1994 were analyzed to assess the implementation of key school-to-work features in 1994. Among the study's key findings were the following: Tech-Prep programs of study may help facilitate creation of career major options in school-to-work systems; Tech-Prep has helped introduce some forms of integrated academic curricula; many postsecondary schools were already involved in articulation efforts with secondary schools; the industry-recognized certificates encouraged under the School-to-Work Opportunities Act (STWOA) were not yet widely adopted; access to workplace experiences was increasing; full documentation of student participation in workplace experiences was relatively rate; only a small fraction of Tech-Prep students were involved in any workplace activity; many Tech-Prep consortia included the broad membership promoted by the STWOA; few Tech-Prep communities received STWOA grants for school-to-work system development in 1994; most early STWOA grants went to school-to-work partnerships whose composition was not aligned with the local Tech-Prep consortium; and consortia with first-year STWOA funds were more likely to be implementing key school-to-work and Tech-Prep components than other consortia were. (Contains 22 tables/figures.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC