ERIC ED474217: Career Academies and High-School Reform Before, During, and After the School-to-Work Movement. Spotlight on Student Success.

4 Pages·2001·0.1 MB·English

by  ERIC

DOCUMENT RESUME
ED 474 217
CE 084 610
Stern, David
AUTHOR
Career Academies and High-School Reform Before, During, and
TITLE
After the School-to-Work Movement. Spotlight on Student
Success.
Mid-Atlantic Lab. for Student Success, Philadelphia, PA.
INSTITUTION
SPONS AGENCY
Office of Educational Research and Improvement (ED),
Washington, DC.
REPORT NO LSS-Ser-606
PUB DATE 2001-00-00
3p.; A digest of research from the Laboratory for Student
NOTE
Success.
AVAILABLE FROM
For full text: http://www.temple.edu/lss/pdf/
spotlights/600/spot606.pdf.
PUB TYPE Information Analyses (070)
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DESCRIPTORS
*Career Academies; Career Education; *Education Work
Relationship; *Educational Change; *Educational Research;
High Schools; Integrated Curriculum; *Outcomes of Education;
Program Effectiveness; Research Problems; School Business
Relationship; *School Restructuring; Vocational Education
IDENTIFIERS
California; School to Work Opportunities Act 1994
ABSTRACT
After their 1969 inception as an electrical academy in a
Philadelphia high school, the number of career academies grew steadily for
two decades; since 1990, their growth has accelerated. Until the mid-1990s,
they existed only as smaller units within high schools, but numerous high
schools have since converted themselves entirely into career academies or
other small learning communities. Career academies can be defined by these
three basic features: they are small learning communities comprised of a
cluster of students sharing some teachers and classes; they combine college-
preparatory curriculum with a career theme, and they form employer
partnerships. Fifteen years of California studies indicate that academy
students outperform similar students in their schools in attendance, credits
earned, grades, and graduation rates. Self selection casts doubt on
evaluations of career academies. A random-assignment 10-site study confirms
that students earn more credits and are more likely to participate in
activities, but raises these two troubling issues: students in career
academies score no higher on standardized tests, and teachers may be the
schools' better ones. Career academies are compatible with major high school
reform initiatives, including school-to-work, Coalition of Essential Schools,
and small-schools movement.
(YLB)
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p
A digest of research from the Laboratory for Student Success
No. 606
Career Academies and High-School Reform Before, During, and
After the School-to-Work Movement
by
David Stern, University of California, Berkeley
now ranging over 25 career fields, ad-
academies or into other small learning
Educational reformers interested in
improving the transition from school to
vanced the notion of simultaneous col-
communities.
work have been keenly interested in
lege and career preparation.
Career academies can be defined by
reconfiguring high schools to promote
three basic features:
Other regions, especially cities, have
established career academies on the
the combination of vocational and aca-
demic educational paths. Combining these
First, they are small learning commu-
California model. In the 1980s, American
two traditional paths can improve stu-
Express joined with other companies,
nities comprised of a cluster of students
now more than 100, to create the Na-
dents' chances of college and career suc-
sharing some teachers and classes. Both
cess. Reasons for integrating the paths
tional Academy Foundation. The foun-
academic and technical teachers are dedi-
dation provides curriculum, technical
include supporting the strong economic cated to the academy's instructional and
support, and professional development
administrative concerns.
motives for continuing to postsecondary
education and mitigating the effects of
for teachers. Its college-oriented, 11th-
increasing after-school work hours.
Second, they combine college-pre-
and 121h-grade academies are moving to-
wards adding earlier years of high
After decades of development and
paratory curriculum with a career theme,
such as health care or business. Aca-
evaluation, career academies based on in-
school and more coordination with aca-
tegrated paths have been found effec-
demic courses meeting graduation and
demic classes.
tive in improving high-school students'
college entrance requirements are linked
Effects on Performance
with career-focused courses. Teachers
performance and postgraduation options.
may coordinate both course types and
Though not the only form of vocational-
Fifteen years of California studies
teach work skills in both. Work-based
academic integration, career academies
indicate that academy students outper-
are distinguished by their durability,
form similar students in their schools in
learning opportunities link curriculum to
attendance, credits earned, grades, and
definability, and dependability in produc-
career-related work.
ing student success. This paper de-
graduation rates. Although state-funded
academies in California must recruit a
Third, career academies form em-
scribes the academies' evolution, reviews
majority of disadvantaged students,
their assessment, and explains their role
ployer partnerships. Community business
dropout rates are half the general rate,
representatives may advise academies,
in reconstructing high schools.
speak to classes, mentor students, su-
and academy graduates are as likely as
their schoolmates to be enrolled in
pervise internships, and provide finan-
Evolution
After their 1969 inception as an
postsecondary schools. Both academic-
cial support.
electrical academy in a Philadelphia
track and career-academy graduates are
more likely to enroll in a four-year col-
high school, the number of career acad-
The first career academies in Phila-
emies grew steadily for two decades;
lege than general-track graduates.
delphia focused on retention and voca-
Academy graduates are more likely
since 1990, their growth has accelerated, tional preparation, but soon they evolved
to have low-income, minority back-
to include college preparation. In 1981,
particularly in California. Until the mid-
grounds. But this accounted for, they
1990s, career academies existed only as
California established computer and elec-
tronics academies, and the success of
are more likely to graduate than other
smaller units within high schools, but
since then, numerous high schools have students in their districts, indicating that
these and similar academies led to strong
academies help low-income students
converted themselves entirely into career
legislative support. California academies,
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finish high school and college. Lower
emies has arisen. Second, the MDRC
cannot suggest what benefits the current
study left it undetermined whether the
academic standards are not involved in
transformation of large high schools into
teachers in career academies are the
these results. Although courses within
groups of small learning communities may
academies awarded lower grades than
schools' better ones. Academy teachers
have. Preliminary results are promising
nonacademy courses, academy stu-
are not better educated or more experi-
in New York, Philadelphia, and Chicago,
dents obtained higher grades than
where substantial numbers of students
enced, but because they are not randomly
assigned, they may be superior in less
nonacademy students. Similar results ap-
have enrolled in small learning communi-
tangible ways. The superiority of
pear in studies outside California. ties. Small but significant gains over tra-
Self-selection, however, casts doubt
ditional high-school students have been
academy students could arise from a shift
seen, such as fewer absences, higher
of better teachers to the academy from
on evaluations of career academies, since
performance may result from the initia-
grades, and in some cases lower dropout
the rest of the school. Only long-term per-
tive or parental support of the students
formance comparisons after academy
rates. Because the benefits of career acad-
who choose academy enrollment and not
introduction could determine the impact
emies may not generalize when instituted
schoolwideinstead of as smaller units
and causes of such a shift.
from the academy's curriculum. Similarly,
although students in small schools like
within the larger school, units which may
academies are less likely to drop out,
Reconstructing High Schools
attract especially motivated teachers and
One reason why the number of
studentswe should determine whether
graduation-encouraging characteristics
career academies has grown is that
of the communities of the successful stu-
career academies and other small learn-
they are compatible with several major
dents cannot be ruled out as causes.
ing communities really do improve per-
The random-assignment procedure, high-school reform initiatives, including
formance when implemented schoolwide
very rare in school-structure research,
school-to-work, the Coalition of Essen-
before initiating widespread reform.
can eliminate this uncertainty. The Man-
tial Schools, and the small-schools move-
Foreseeable problems of institution-
power Demonstration Research Corpo-
ment. Like career academies, school-to-
alized small learning communities include
loss of voluntarism, overloading the
ration (MDRC) conducted a major, ran-
work programs like the High Schools That
dom-assignment, 10-site study beginning
community's capacity to provide school-
Work project attempt to teach career skills
to-work partnerships, and the return
and prepare students for postsecondary
in 1993. The MDRC results confirm ear-
specialization. Indeed, academies have
of tracking in a hierarchy of small learn-
lier findings: students in career academies
been recognized as school reform
earn more credits toward graduation and
ing communities. Monitoring inequitable
models. Essential Schools, which focus enrollment would combat this problem,
are more likely to participate in activities
on improving the intellectual, social,
like volunteer projects than controls. The
as would creating career- or theme-based
and ethical qualities of schools,
small learning communities to recruit
greatest benefits accrude to the career-
have endorsed the academic quality
academy subgroup of students at high-
teachers and students.
of career academies, which apply
est risk of school failure, whose atten-
many Essential School principles,
Conclusion
dance, credits, extracurricular participa-
such as fostering deep and active
Rigorous evaluations have found
tion, and avoidance of criminal behavior
engagement in learning, and personal
surpass that of a control subgroup's and
that career academies within larger high
relationships among students and
whose dropout rate is 11% lower.
schools improve academic performance
However, the MDRC study raised
and retention. Growing numbers of sec-
teachers. Indeed, many Essential Schools
two troubling issues. First, students in
ondary institutions are not only adopt-
contain career academies.
Moreover, the broader small-
career academies score no higher on stan-
ing career academies but grouping all stu-
schools movement, now supported
dardized tests than controls, suggesting
dents and teachers into such small learn-
by federal and foundation funding,
that academies do not affect the best re-
ing communities. Whether this larger re-
focuses on developing personal learning construction will have the same benefits
garded measure of learning. The earnings
is an urgent question for research. As
benefits of completing an additional year
communities, for which career academies
provide effective models. As high
the school-to-work movement loses the
of high school have proven greater than
those of one grade-equivalent year of
schools decentralize, career academies attention of educators more focused on
may prove useful units of subdivision.
test-score gain, so the academies' gradu-
standards and accountability because of
Thus, among multiple strategies for
students' college aspirations, among its
ation-rate benefit may outweigh their lack
reconstructing high schools, career
of effect on scores. It remains unclear,
legacies will be new employereducator
nonetheless, whether the instruction is
academies are an effective element. partnerships and higher career awareness
better in academies. Experimental stu-
aligned with postsecondary goals. Com-
High Schools to Small Learning
dents reported greater academic support
bining standards with career preparation,
Communities
than controls, and many developed col-
career academies may be one of the most
The MDRC study, limited to
valuable and enduring legacies of the
lege aspirations, but no quantitative evi-
career academies within high schools,
movement.
dence of increased learning in career acad-
Page 2
Spotlight on Student Success
Copyright © 2001 Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory
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