Systems of Support to Prepare Students for College and Career Readiness

2019 ◽  
pp. 192-213
Author(s):  
Mary Ann Remsen
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Secondary Level ◽  
Intervention Strategies ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Career And Technical ◽  
College And Career ◽  
Education Courses ◽  
Systems Of Support

Successful implementation of response to intervention (RTI) models at the secondary level is dependent on schoolwide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within career and technical education courses to strengthen college and career readiness. This chapter examines RTI practices at the secondary level with a focus on schoolwide implementation to incorporate systems of support in career and technical education courses. Current practices to support college and career readiness within schoolwide reform movements to incorporate RTI components and protocols are described. A revised model that incorporates a systems framework is discussed within career and technical education. Attention to career pathways, curriculum design, and intervention strategies are included as they specifically relate to college and career readiness. The information presented herein will be useful for educators seeking to improve RTI outcomes through schoolwide integration of intervention strategies to support student success after high school.

RTI in Career and Technical Education

2015 ◽  
pp. 178-197
Author(s):  
Mary Ann Remsen
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Secondary Level ◽  
Intervention Strategies ◽  
Successful Implementation ◽  
Secondary Educators ◽  
Career And Technical ◽  
Primary Focus ◽  
Education Courses ◽  
Academic Content

Successful implementation of Response to Intervention (RTI) models at the secondary level is dependent on school-wide execution. However, because academic content is the primary focus of secondary educators, little attention has been focused on how to integrate RTI within elective courses, such as career and technical education courses. This chapter examines RTI practices at the secondary level with a focus on school-wide implementation to include career and technical education courses. RTI components and protocols, a proposed revised RTI framework and inclusive elements, and specific intervention strategies are discussed, all as they specifically relate to career and technical education. The information presented herein will be useful for educators seeking to improve RTI outcomes through school-wide integration of intervention strategies.

Transforming High School and Addressing the Challenge of America’s Competitiveness

2018 ◽  
Author(s):  
Stanley S. Litow ◽  
Grace Suh
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
Academic Preparation ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Skill Levels ◽  
Career And Technical ◽  
Knowledge Based ◽  
College And Career ◽  
American Economy

This chapter examines the transformation of academic preparation to address the challenge of America’s competitiveness. American workers need higher skill levels more than at any time in history. In the heyday of manufacturing and skilled labor, vocational education or career and technical education (CTE) provided the critical workplace skills that promoted youth employment and economic mobility. However, today’s, and tomorrow’s, knowledge-based jobs require more than a high school diploma. Therefore, the task for today’s CTE is to create a clear path to student success, ensuring college and career readiness. The P-TECH 9–14 School Model, which is showing significant promise in raising education attainment levels while bolstering the American economy, is one needed solution. P-TECH offers a roadmap to achieving a broader set of reforms that, if implemented, would significantly strengthen US competitiveness and support economic growth.

Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools

2020 ◽  
Vol 45 (2) ◽  
pp. 59-78
Author(s):  
Maria Adamuti-Trache ◽  
Yi Leaf Zhang ◽  
Staci L. Barker
Keyword(s):  
High School ◽  
Public Schools ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Equity Issues ◽  
Academic Differences ◽  
Career And Technical ◽  
College And Career ◽  
Restricted Use

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

Diversity in Career and Technical Education On-Line Classrooms

2010 ◽  
Vol 1 (3) ◽  
pp. 46-59
Author(s):  
Mary C. Ware ◽  
Mary F. Stuck
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Traditional Students ◽  
Career And Technical ◽  
The Past ◽  
Brick And Mortar ◽  
On Line ◽  
Non Traditional Students ◽  
On Line Learning ◽  
Education Courses

Designers and instructors of courses in career and technical education have realized the value of on-line delivery of instruction during the past several decades. Many students enrolled in career and technical education courses are what have been labeled “non-traditional” students. On-line learning is helpful to these students because it provides the flexibility to do coursework from home, or to do schoolwork at hours when brick-and-mortar colleges are not traditionally offering classes. However, it is increasingly being realized that all students may not equally embrace, or equally succeed in the on-line environment. In this paper, the authors examine recent research studies in an effort to see if there have been documented differences in preference for, or success in, on-line learning based on gender, race and/or age.

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