Transition from High School to College and Work for Tech Prep Participants in Eight Selected Consortia

Transition from High School to College and Work for Tech Prep Participants in Eight Selected Consortia [electronic resource] / Debra D. Bragg, Jane W. Loeb and Yuqin Gong.

The transition from high school to college and work for tech prep participants was examined in a 4-year longitudinal study of local tech prep consortia in eight regions of the United States. The study methodology drew heavily on transcript analysis and two surveys with tech prep participants and non...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Author: Bragg, Debra D.
Corporate Author: University of Minnesota. National Research Center for Career and Technical Education
Other Authors: Loeb, Jane W., Gong, Yuqin, Deng, Chi-Ping, Yoo, Jung-sup, Hill, Jerry L.
Format: Electronic eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2002.
Subjects:
Academic Achievement.
Academic Persistence.
Articulation (Education)
College Bound Students.
College Students.
Course Selection (Students)
Education Work Relationship.
Educational Attainment.
Educational Trends.
Employment Level.
Employment Patterns.
High Schools.
Noncollege Bound Students.
Outcomes of Education.
Postsecondary Education.
Secondary Education.
Student Placement.
Tech Prep.
Vocational Education.
Work Experience.
Description
Summary:The transition from high school to college and work for tech prep participants was examined in a 4-year longitudinal study of local tech prep consortia in eight regions of the United States. The study methodology drew heavily on transcript analysis and two surveys with tech prep participants and nonparticipants. The tech prep participants and nonparticipants did not differ substantially in race/ethnicity, income, and parental education. The wide variations in secondary education and tech prep participation from consortium to consortium made it difficult to formulate definitive conclusions about particular models or approaches. The study findings did, however, support the notion that school and consortium requirements influence student participation in core academic courses relative to tech prep programs of study. The findings also suggested that it is incumbent upon school personnel to link tech prep core curricula to high school graduation requirements that go beyond the basic minimum requirements and prepare students for college entrance. (Thirty-nine tables/figures are included. The bibliography lists 33 references. Appendixes, constituting approximately two-thirds of the document, contain data on topics such as students' high school performance, demographic and background characteristics, course taking, work-based learning and high school work experiences, transition to college, continuing tech prep participation, college completion and persistence, and post-high school work experience.) (MN)
Item Description:ERIC Document Number: ED477256.
Availability: NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090; Tel: 800-678-6011 ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Tel: 614-292-1260; e-mail: ndccte@osu.edu (Order code: RR3002, $39.50). For full text: http://www.nccte.org/publications/infosynthesis/r&dreport/Transit ion-Bragg%20ALL.pdf.
Sponsoring Agency: Office of Vocational and Adult Education (edition), Washington, DC.
Contract Number: V051A990006.
Physical Description:301 pages.

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