Dropout Prevention in Vocational Education [electronic resource] : Findings from the First Two Years of the Demonstration / Becky Jon Hayward.
This paper discusses the evaluation of 4 of the 12 project sites that are participating in a U.S. Department of Education demonstration program to implement dropout prevention or reentry models that include vocational education as the key intervention strategy. The evaluation study includes the foll...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1992.
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| Summary: | This paper discusses the evaluation of 4 of the 12 project sites that are participating in a U.S. Department of Education demonstration program to implement dropout prevention or reentry models that include vocational education as the key intervention strategy. The evaluation study includes the following: (1) identification of factors that affect the extent to which grantees have been able to implement the intended service design; (2) analysis of relationships between project implementation and student outcomes; and (3) consideration of the likelihood of replication of exemplary projects in other localities. Included in the paper are brief descriptions of the four projects, a discussion of the relationships between project implementation and student outcomes for the first 2 years of project operations, and observations concerning the aspects of each project that appear to contribute to positive experiences and outcomes for participants. Three of the four projects are replicating widely known dropout prevention models--two are replications of the High School/Peninsula Academies model and the third is adapting Project COFFEE (Cooperative Federation for Educational Experiences); the fourth is adapting, for at-risk youth, a National Diffusion Network-validated project (GRADS--Guidance in Retraining Adolescent Dropouts), initially developed to serve secondary students with learning disabilities. Some of the student outcomes of the projects include higher grades, more credits earned, fewer courses failed, higher feelings of school affiliation, and more positive student perceptions. Positive outcomes are attributed to alternative schools, smaller school settings, and a more supportive environment. (KC) |
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| Item Description: | ERIC Document Number: ED348560. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20, 1992). |
| Physical Description: | 17 p. |