ERIC ED447256: Career Academies. In Brief: Fast Facts for Policy and Practice, No. 1.

5 Pages·2000·0.13 MB·English

by  ERIC

DOCUMENT RESUME
CE 080 393
ED 447 256
AUTHOR
Kerka, Sandra
Career Academies. In Brief: Fast Facts for Policy and
TITLE
Practice, No. 1.
National Dissemination Center for Career and Technical
INSTITUTION
Education, Columbus, OH.
Office of Vocational and Adult Education (ED), Washington,
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2000-00-00
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*Career Academies; Career Education; *Education Work
DESCRIPTORS
Relationship; Educational Change; High Schools; *Integrated
Curriculum; Models; *Partnerships in Education; *Program
Effectiveness; School Business Relationship; Vocational
Education
ABSTRACT
The career academy is a high school model that integrates
school-to-work elements in a personalized learning environment. Academies
have these three essential features: a school within a school; partnerships
with employers; and integrated academic and occupational curriculum centered
on a career theme, occupation, or industry. J. Kemple (1997) looked at the
effectiveness of the learning community and found that: academies increased
support of students from teachers and peers; personal support enhanced
student motivation and increased connections between school-based learning
and longer-term education and career interests; and most academy students
were highly engaged in school. Common elements of the effectiveness of
employer partnerships are multiple employers who play multiple roles;
coordinators who serve as employer liaisons and facilitators; career
awareness activities; and work-based learning. Successful career academies do
(1) vary in order to adapt to local needs and circumstances;
the following:
(2) attract large numbers of diverse applicants, both at risk and not;
(3)
successfully keep students in school; and (4) improve the chances of
graduating. Conclusions and policy implications include: academy teachers are
satisfied with the quality of their worklife; academies that have a cohesive
culture are most effective; academies should not be expected to solve all the
problems of high schools; and to have a real and long-lasting impact on all
students, high schools must become dramatically different.
(YLB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Career Academies
In Brief: Fast Facts for Policy and Practice
No. 1
Sandra Kerka
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
° Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
National Dissemination Center for Career and Technical Education
The Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
2
BEST COPY AVAILABLE
0
iNational Dissemination Center
for Career 8 Technical Education
2000
by Sandra Kerka
no. 1
Fast Facts for Po licu and Practice
Career Academies
Career awareness activities, including
ate nine academies. This study compares
The Career Academy is a high school
field trips, job shadowing, mentoring, ex-
students who applied for and were selected
model that integrates school-to-work ele-
ploration of the world of work
by lottery to enroll in a career academy and
ments in a personalized learning environ-
Work-based learning
students who applied but were not selected
ment. Academies were originally designed
(Kemple and Snipes 2000). Like many
as a lifeline for students at risk of dropping
out. Today, the more than 1,500 career
Results of employer parmership activi-
academies, these sites had more applicants
ties show that (1) academy 12th graders
academies in the United States serve a
than spaces, and students not selected had
the same range of strengths and weak-
had equal or higher engagement in career
broad cross-section of students preparing
awareness and work-based learning than
nesses as those admitted. Each report on
for college and work (Kemple and Snipes
students in other school-to-work pro-
2000). What are career academies? Are
this study focuses on a particular academy
feature.
grams; (2) their participation was more fre-
they effective? What are the best ways to
quent and intensive compared to that of
implement the concept?
nonacademy students; and (3) academies
Kemple (1997) looked at the effective-
with highly structured partnerships and
ness of the learning community and found
rKey Components
that, for students
support for nonteaching employer coordi-
nators had higher participation. Clear dif-
Academies increased support from
ferences among academy sites highlight the
Academies have three essential fea-
importance of the following strategies for
teachers and peers; students felt teachers
tures:
effective career academies:
had high expectations and peers were in-
1. A school within a schoola cluster of
terested in school and cooperated in learn-
Highly structured partnership manage-
students who typically stay with the same
ing.
ment structures with formal agreements
Personal support enhanced motivation
group of teachers for 2-4 years, forming a
and increased the connections between
and advisory boards
close-knit learning community that gives
school-based learning and longer-term
Coordinators who are full time and do
students personal support.
not have teaching responsibilities
education and career interests.
Parmerships with employers who spon-
2.
Most academy students were highly
Supports for work-based learning, in-
sor career awareness and work-based learn-
cluding orientation for students and em-
engaged in school, although not more so
ing opportunities and provide resources
than nonacademy students. However,
ployers, employability skills training, and
and financial support.
ongoing monitoring of student work expe-
other studies suggest that, for students who
Integrated academic and occupational
3.
feel alienated from or uninterested in
curriculum centered on a career theme,
rience
school, the impact of a caring learning
occupation, or industry to provide focused,
The most recent MDRC report
community on their reengagement is cru-
situated learning.
(Kemple and Snipes 2000) addresses the
cial (Cannon and Reed 1999; La Point et
al. 1996).
These elements are intended to result
impact of the integrated academy curriculum
in better engagement and academic per-
on engagement and performance. Academies
affected outcomes for students who were
Academy learning communities also
formance, students' personal and academic
likely to drop out much more than for other
benefit teachers (Kemple 1997), who have
development, preparation for college and
opportunities to collaborate with col-
students. Accounting for such subgroup
work, postsecondary attainment, and suc-
leagues and influence decision making,
variables as attendance prior to random as-
cessful employment.
signment, credits earned in ninth grade,
opportunities to develop professionally and
provide personalized attention to their stu-
grade point average before academy assign-
Evidence of Effectiveness
ment, overage for grade, school mobility,
dents, and higher job satisfaction.
and sibling dropout, subgroup outcomes
Research and anecdotal evidence
were different:
Common elements of the effectiveness
of employer partnerships are as follows
shows a number of positive outcomes in
terms of attendance, grades, credits
Among students at high risk of school
(Kemple, Poglinco, and Snipes 1999):
failure, academies significantly cut drop-
earned, and graduation rates. However,
out rates and increased attendance, cred-
concerns about research methods and
Multiple employers who play multiple
its earned, and postsecondary preparation.
rolesproviding employee time, financial
questions about the findings have been
Among the low-risk subgroup, they
raised (Kemple and Snipes 2000; Stern,
support, equipment, occupational informa-
increased the likelihood of on-time gradu-
tion, internships, student financial aid
Raby, and Dayton 1992). Responding to
ation and career-related and vocational
Coordinators who serve as employer
these concerns, the Manpower Demon-
course taking, but did not reduce comple-
liaisons and facilitate career awareness and
stration Research Corporation (MDRC)
tion of the basic academic core.
began a longitudinal study in 1993 that
work-based learning activities
used a random assignment design to evalu-
3
porary Education 70, no. 2 (Winter
Overall, the medium risk subgroup
Academy teachers are satisfied with
the quality of their worklife. Although
1999) : 48-51.
(50% of sample) showed little or no change
Kemple, J. J. Career Academies. Communi-
in outcomes, but results differ dramatically they are similar to other high school teach-
ers in background and work experience,
ties of Support for Students and Teach-
across sites.
ers: Emerging Findings from a 10-Site
their perception of the work environment
When results are averaged across the
is shaped by the distinctive conditions of
Evaluation. New York: Manpower Dem-
full sample, it appears academy improve-
onstration Research Corporation, 1997.
ments in engagement and performance
the academy.
Academies that have a cohesive cul-
(ED 415 403)
were only modest, so it is important to ex-
amine disaggregated results in order to
Kemple, J. J., and Rock, J. L. Career Acad-
ture are most effective. There are distinct
emies: Early Implementation Lessons
differences between those with a "high
identify subgroups for whom the academy
contrast" to conventional high school
from a 10-Site Evaluation. New York:
is most effective.
(tighter school-within-school structure,
Academies did not improve reading
Manpower Demonstration Research Cor-
and math standardized test scores, but
poration, 1996. (ED 398 401)
core group of 4-5 academy-only teachers,
very few nonacademy students in academy Kemple, J. J., and Snipes, J. C. Career Acad-
Kemple and Snipes question how well these
courses, distinct area of the building) and
emies: Impacts on Students' Engagement
tests adequately capture learning from acad-
and Performance in High School. New
emy model. For example, nonacademy
"low-contrast" academies that were more
York: Manpower Demonstration Re-
loosely structured.
teachers might teach to the test more than
search Corporation, 2000.
academy teachers, who focus on cross-dis-
cipline integration and school-based and
Kemple, J. J.; Poglinco, S. M.; and Snipes, J.
Policy and Practice
C. Career Academies: Building Career
work-based learning.
Implications
Awareness and Work-Based Learning
Activities through Employer Partner-
Do academies influence postsecondary
ships. New York: Manpower Demonstra-
success? Many academy students are less
Academies should not be expected
tion Research Corporation, 1999. (ED
well prepared at the beginning of high
to solve all the problems of high schools.
school and thus not considered likely to
431 111)
They have proven to be an effective means
LaPoint, V.; Jordan, W; McPartland, J. M.;
go to college. Maxwell and Rubin (1997)
of enhancing the engagement in learning
found that career academies raise high
and Towns, D. P The Talent Development
and chances of graduation for students at
High School: Essential Components. Bal-
school achievement, decrease the need for
high risk of dropping out.
English remediation in college, and in-
timore, MD: Center for Research on the
Academies demonstrate a well-defined
Education of Students Placed at Risk,
crease the probability of college graduation
approach to creating a more supportive
Johns Hopkins University, 1996. (ED 399
for these students.
high school environment and increased
662)
exposure to career-related learning.
Maxwell, N. L., and Rubin, V. The Relative
Academies should serve a heteroge-
Conclusions
Impact of a Career Academy on Post-sec-
neous population. Even though high-risk
ondary Work and Education Skills in
students seem to benefit the most, the ef-
Urban, Public High Schools. Hayward:
Sustaining the three key components
fects may be partly derived from a mix of
Human Investment Research and Edu-
that distinguish career academies is vi-
these students with those who are already
cation Center, California State Univer-
tal. This requires effort and commitment
highly engaged.
sity, 1997.
from teachers, administrators, employers,
The support of the learning commu-
Stern, D.; Raby, M.; and Dayton, C. Career
and students.
nity is necessary for retention and en-
Successful career academies vary in
Academies: Partnerships for Reconstruct-
gagement but may not be sufficient to
ing American High Schools. San Fran-
order to adapt to local needs and circum-
improve academic achievement, as mea-
cisco: Jossey-Bass Inc., 1992.
stances. Local variations include numbers
sured by standardized tests (alternative as-
Winger, C., and Barber, A. "Career Acad-
of teachers/students, number and content
sessments may be more appropriate).
emies." In Promising Practices for Con-
of courses, teacher collaboration, teachers'
Key factors affecting academy imple-
necting High School to the Real World,
nonacademy responsibilities, lead teacher
mentation include resources, teacher
edited by W. E. Blank and S. Harwell, pp.
responsibilities, degree of integration, and
planning time, administrative leadership,
117-122. Tampa: University of South
the role and scope of employer involve-
school and district support, employer liai-
Florida, 1997. (ED 407 586)
ment.
son, varied employer contributions, and a
Academies attract large numbers of
mission linking local needs with program
diverse applicants, both at risk and not,
The work reported herein was supported under the
design (Kemple and Rock 1996).
although the differing outcomes for sub-
National Dissemination Center for Career and Tech-
The career academy model demon-
nical Education, PR/Award (No. V051A990004) as
groups suggest they are more cost effec-
strates that doing things slightly differently
administered by the Office of Vocational and Adult
tive for particular populations (Maxwell
is not enough when it comes to educational
Education, U.S. Department of Education. However,
and Rubin 1997).
reform. To have a real, long-lasting im-
the contents do not necessarily represent the posi-
Academies successfully keep stu-
pact on all students, high schools must
tions or policies of the Office of Vocational and Adult
dents in school. Enrollment is voluntary,
become dramatically different (Winger
Education or the U.S. Department of Education, and
and student choice may be influenced by
you should not assume endorsement by the Federal
and Barber 1997).
Government.
peers, teachers, and families. Students of-
ten transfer out of academies for reasons
other than failure (Kemple and Rock
NATIONAL
References
1996).
DISSEMINATION
Academies improve the chances of
CENTER
graduating by improving attendance and
Cannon, D. G., and Reed, B. "Career Acad-
CAREER & TECHNICAL EDUCABON
credit accumulation.
THE ONTO STATE UNIVERSITY
emies: Teaming with a Focus." Contem-
1900 KENNY ROAD, COLUMBUS OH 43210-1090
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