Making My Future Work: Evaluation of a New College and Career Readiness Curriculum

2016 ◽  
Vol 50 (6) ◽  
pp. 841-866 ◽  
Author(s):  
Justin C. Perry ◽  
Eric W. Wallace ◽  
Meghan P. McCormick
Keyword(s):  
Urban Youth ◽  
School Engagement ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Self Awareness ◽  
Grade Point ◽  
Post Secondary ◽  
College And Career ◽  
Quasi Experimental ◽  
Future Work

The college and career readiness movement figures prominently in the nation’s educational reform and policies, including strategies to increase graduation rates among disadvantaged students in urban schools. As part of a multi-pronged approach to help youth transition to post-secondary education and the workforce, the present study evaluated a new career intervention, Making My Future Work, designed to serve as a comprehensive, flexible career curriculum. Based on a quasi-experimental design among a sample of urban youth ( N = 429), multilevel modeling revealed promising evidence for its impact across a range of outcomes, including grade point average, school engagement, career preparation, self-determination, and self-awareness. The implications of the findings, limitations, and future directions for research are discussed.

Measuring Grit in Adolescents With and Without Disabilities

2019 ◽  
Vol 30 (2) ◽  
pp. 67-77
Author(s):  
Allison R. Lombardi ◽  
Graham G. Rifenbark ◽  
Jennifer Freeman ◽  
Michael W. Harvey
Keyword(s):  
Career Readiness ◽  
College And Career Readiness ◽  
Noncognitive Skills ◽  
Grade Point ◽  
Scale Functions ◽  
Policy Initiatives ◽  
College And Career ◽  
Age Appropriate ◽  
The Relationship ◽  
Recent Policy

In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without disabilities, and the Perseverance factor of Grit significantly predicted grade point average for both groups. Implications for practice suggest use of the scale in school-wide data collection efforts that might be driven by college and career readiness policy initiatives that emphasize measuring noncognitive skills in all students, and an age-appropriate transition assessment in secondary special education.

scholarly journals Exploration of a College and Career Readiness Leadership Program for Urban Youth

2019 ◽  
Vol 14 (3) ◽  
pp. 160-182 ◽  
Author(s):  
Samantha Bates ◽  
Dawn Anderson-Butcher ◽  
Jera Niewoehner-Green ◽  
John Provenzano
Keyword(s):  
Youth Development ◽  
Urban Youth ◽  
Program Design ◽  
Skill Development ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Leadership Skill ◽  
College And Career ◽  
Leadership Skill Development ◽  
Skill Building

Urban youth living in poverty are less socially and academically prepared to access postsecondary education compared to their more affluent peers. College and career readiness (CCR) programs traditionally focus on skill-building to assist with college and financial aid applications, test taking, and career exploration. The Youth Leadership Academy (YLA) program includes these components, but also incorporates positive youth development (PYD) and leadership skill development strategies to further prepare urban youth for college and career through internship, service, and leadership opportunities. Using a mixed methods approach, this study explored youth perceptions of the YLA, evaluating the influence of the program on youth outcomes and distilling what, if any, program design components contributed to their growth and learning. Qualitative findings suggest participation in the YLA was perceived to support growth in communication skills, social skills, readiness for leadership roles, and preparation and knowledge for future college and career opportunities. Additionally, quantitative results demonstrate positive, significant increases from pre- to post-program test in leadership, communication, problem-solving, and teamwork skills for youth. Program design components shown to support positive outcomes included positive relationships with peer and adults, skill-building sessions, and applied internship experiences. Findings suggest that PYD approaches with CCR and leadership skill development programming may promote positive social outcomes for vulnerable youth. Implications for intervention, practice, and future research are discussed.

scholarly journals College and Career Readiness Opportunities for Latinx English Learners in Urban High Schools

2020 ◽  
Vol 15 (1) ◽  
pp. 30-50
Author(s):  
Corinne Martinez ◽  
Cecilia Mendoza
Keyword(s):  
Social Capital ◽  
English Learners ◽  
Learning Experience ◽  
Full Range ◽  
Career Readiness ◽  
College And Career Readiness ◽  
English Learner ◽  
Linked Learning ◽  
Post Secondary ◽  
College And Career

Through interviews and focus groups with 21 high school seniors, this research examines the experiences of Latinx English learners in college and career academies in urban districts across California. In California, the college and career readiness landscape is varied and complex. However, many stakeholders see the Linked Learning approach as leading the reform effort in preparing students for a full range of post-secondary options. Using opportunity to learning theory (OTL) within a social capital framework, we sought to understand the college and career readiness experiences of Latinx English learner students. The results indicated that students expressed a clear desire to attend college and pursue a career. Additional findings reveal that students benefited from the Linked Learning experience in ways that contributed to their self-confidence, increased responsibility, and important 21st century skills that could be used beyond the classroom. However, despite having accumulated social capital, students articulated existing challenges that they must navigate as they pursue their post-secondary opportunities, including attending college and entering the workforce. The recommendations include a multi-pronged approach to addressing the college and career readiness of Latinx English learner students.

scholarly journals Examining the Effect of an Interdisciplinary Literacy Program on Student Learning

2021 ◽  
Author(s):  
Jia Wang ◽  
Joan L. Herman ◽  
Seth Leon ◽  
Scott Epstein
Keyword(s):  
English Language ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Design Standards ◽  
School Students ◽  
Writing Assignments ◽  
Content Areas ◽  
Core Content ◽  
College And Career ◽  
Quasi Experimental

AbstractThe literacy design collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across content areas. The current paper reports on early student academic outcome results from a multi-year mixed methods study of the implementation and effect of LDC using a quasi-experimental design, as implemented in one large urban school district. We found LDC had statistically significant effects on Cohort 2 middle school students’ English language arts (ELA) performance, an effect size of (d = 0.15) for students receiving LDC instruction in the three core content areas LDC focuses on: ELA, science, and social studies/history.

scholarly journals A Positive Youth Development Approach to College and Career Readiness

2021 ◽  
Vol 16 (1) ◽  
pp. 74-99
Author(s):  
Shannon J. Horrillo ◽  
Martin H. Smith ◽  
Tamekia R. Wilkins ◽  
Claudia P. Diaz Carrasco ◽  
Nathaniel W. Caeton ◽  
...  
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Latino Students ◽  
Holistic Approach ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Post Secondary ◽  
College And Career ◽  
Post Secondary Institution ◽  
Development Approach

Pathways to Your Future is a college and career readiness program for youth in Grades 9 through 12. The program’s curriculum provides youth with resources and opportunities to develop knowledge and learn skills that help them align their sparks with potential careers, while exploring various pathways to enter the workforce. The family component includes a pre-program orientation, a financing and budgeting workshop, and take-home materials. Latino students made up 71% of the study participants. Retrospective pre- and post-program surveys were administered to youth and parents/guardians. Results indicated that the program equipped youth participants with the knowledge and skills to plan and manage their education and career goals, prepared them for a successful post-secondary educational experience and/or entry into the workforce, and increased the number of participants who planned to attend a post-secondary institution. Few gender differences were found. Findings suggest the program increased participating parents’ knowledge, skills, and involvement in their children’s college and career aspirations and plans. The results pointed to the importance of a holistic approach to college and career readiness that involves the youth and their parents nested in a positive youth development model. 

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