Career and Technical Education: An Alternative Approach to Educating At-Risk Youth

Seminar in Applied Theory and Research I

By Nicole Morris

Final PresentationFall 2009 – 12.10.09

Table of Contents

Introduction Statement of the Problem Review of Related Literature Statement of the Hypothesis

Method Participants (N) Instruments (s)

References

Introduction

Shadowing the so-called “well adjusted” high school student are the youth falling victim to an extensive range of risk factors that make them a member of a growing population of diverse teens labeled “at-risk”. Their risk factors, be it low achievement, retention in grade, or behavior problems all bear the unique stamp of the individual that experiences expulsion, suspension, or other forms of rejection. (Poyrazli, Ferrer-Wreder, Meister, Forthun, Coastworth,& Grahame, 2008).

Statement of the Problem

At-risk behavior patterns, be it prankish or criminal, is

challenging educators’ to question their professionalskills and their ethics.

Hence, the question remains, how will the educational

system carry out the job of reaching the high schoolstudent who has become so accustomed to academic failure?

Review of Related Literature

The CTE Approach

Education policy cannot continue to believe all students will proceed through a traditional four years of high school followed directly by two to four years of college.

Sagor, R. (1999).

Education should include all members of society, not just the elite.

Dewey, J. (1916)

Review of Related Literature

The CTE Approach Instructional Strategy #1

Alternative high schools that incorporate CTE programs have been effective in engaging academic understanding through Experiential Learning.

Alfeld, C., Hansen, D., Aragon, S., & Stone, J. (2006).Leone, P. E., & Drakeford, W. (1999).

Review of Related Literature

Experiential Learning Theorist: Carl Rogers

Academic understanding and learning takes place when the subject

matter is relevant to the personal interests of the student:

The student participates completely in the learning process and has control over its nature and direction.

Understanding and learning is practical, social, and personal.

Students learn the method of self-evaluation to assess progress and success.

Review of Related Literature

The CTE Approach Instructional Strategy #2

CTE’s positive approach uses contextualized learning to connect information to real-life understanding.

Bennett, J. (2007).

Review of Related Literature

Contextualized Learning Theorist: Nancy Karweit

Contextualized Learning assists students to naturally seeks meaning in

context, in relation to the person's current environment, bysearching for relationships that make sense and appear

useful:

Address basic academics like math and science in context to a career such as construction or engineering.

Provides clear transitions from education to career pathways.

Review of Related Literature

The Benefits of an Alternative EducationPros

Alternative education settings for at-risk youth provide a combination of intense, individualized academic instruction and behavior modification counseling in an alternative setting to assist students to achieve both personally and academically.

Bennett, J. (2007).

Review of Related Literature

Alternative Education for At-Risk YouthProsAn alternative academic setting transforms the school to nurture and re-engage the student who has given up on learning through:

Reduced class size Instructional models that have a real-life approach Access to social services Use of technology

D’Angelo, F., & Zemanick, R. (2009).

Review of Related Literature

Setbacks: Why the Traditional Setting Doesn’t Work

For some students, the traditional academic setting and course names are a constant reminder of their educational shortcomings, failure and overall rejection that takes place year after year.

Foley, R., & Pang, L. (2006).

Hughes-Hassell, S. (2008).

Aron, L.Y. (2006, January ).

Review of Related Literature

When the Alternative Setting Doesn’t Work Cons

Exchanges between the teacher, administrator and At-risk student must remain positive, and an understanding of consequences for inappropriate actions must be established. When rules are not established for At-risk students:

Unpleasant or violent confrontations erupt.

Students become dis-engaged.

Students choose to leave or dropout of school.

Statement of the Hypothesis

HR1: An alternative high school in Queens, NY that includes Career and Technical Education (CTE) programs are more effective to re-engage academic understanding of mathematics, over a 6 month period to 17 over-aged ninth graders that exhibit at-risk behavior patterns.

MethodParticipants

Total population of 17 over-aged ninth grade boys and girls:

65% or 11 students are boys 35% or 6 students are girls

Racial breakdown of ninth grade students:

71% or 12 students are African-American 29% or 5 students are Latino

Socio-Economic status of ninth grade students:

Lower SES to include one homeless student

Public Transfer high school located in Queens, NY

MethodInstruments

Surveys, and questionnaires to parents/guardians, students and teacher.

Consent forms to parents/guardians, students and teacher.

Math Assessments: Learning portfolio of best work Supplemental Math games, instruction and exams from Digital Tabula Timed Math exams Peer to Peer assessment

References Alfeld, C., Hansen, D., Aragon, S., & Stone, J. (2006). Inside the black box: Exploring the value

added by career and technical student organizations to students' high school experience. Career and Technical Education Research, 31(3), 121-55. Retrieved September 23, 2009, from Eric Education Full Text database.

Aron, L.Y. (2006, January). An overview of alternative education. The Urban Institute. Retrieved September 17, 2009, from http://www.urban.org/UploadedPDF/411283_alternative_education.pdf

Bennett, J. (2007). Work-based learning and social Support: Relative influences on high school seniors' occupational engagement orientations. Career and Technical Education Research, 32(3), 187-214. Retrieved September 23, 2009, from Eric Education Full Text database.

Clayton, M., Sun Ho, P., Hudis, P. (2007). Designing a multidisciplinary integrated curriculum: A practical manual. The California Center for College and Career. Retrieved September 17, 2009 from, http://www.connectedcalifornia.org/downloads/Practical_Manual.pdf

Conner, E., & McKee, J. (2008). Drop-out challenges: Pathways to success. Principal Leadership (High School Ed.), 9(3), 38-43. Retrieved September 23, 2009, from Eric Education Full Text database.

D'Angelo, F., & Zemanick, R. (2009). The twilight academy: An alternative education program that works. Preventing School Failure, 53(4), 211-18. Retrieved September 23, 2009, from Eric Education Full Text database.

Department of Education. (n.d.). Implementation work-based learning programs: A guide for coordinators. Retrieved September 17, 2009 from http://schools.nyc.gov/NR/rdonlyres/BA9BFF18-054E-4DB0-94A7-DCCD236D7A59/0/WBLguidevs3.pdf

Dewey, J. (1916). Democracy and education. Toronto: Macmillan Co.

References Duke, D. & Griesdorn, J. (1999). Consideration in the design of alternative schools. Clearing House, 73 (2), 89-

92. Retrieved September 23, 2009, from Eric Education Full Text database.

Foley, R., & Pang, L. (2006). Alternative education programs: Program and student characteristics. The High School Journal, 89(3), 10-21. Retrieved September 23, 2009, from Eric Education Full Text database.

Gunn, T., Chorney, D., & Poulsen, J. (2009). High school completion: A comprehensive review of projects directed toward keeping students in school. Journal of At-Risk Issues, 15(1), 17-24. Retrieved November 17, 2009, from Eric Education Full Text database.

Hughes-Hassell, S. (2008). Alternative educational settings: What can we learn from them? Knowledge Quest, 37(1), 8-11. Retrieved September 23, 2009, from Eric Education Full Text database.

Ingersoll, S., & LeBoef, D. (1997). Reaching out to youth out of the education mainstream. Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, February, 1997. Retrieve November 17, 2009, from http://www.ncjrs.gov/pdffiles/163928.pdf

Kleiner, B., Porch, R., & Farris, E. (2002). Public alternative schools and programs for students at risk of education failure: 2000-01 (NCES Rep. No. 2002-004). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved September 17, 2009, from http://nces.ed.gov/pubs2002/2002004.pdf

Leone, P. E., & Drakeford, W. (1999). Alternative education: From a “last chance” to a proactive model [Electronic version]. The Clearinghouse, 73(2), 86–88.

Loftstrom, M., & Tyler, J. (Spring 2009). Finishing high school: Alternative pathways and dropout recovery. Future of Children, 19(1), 77-103. Retrieved November 17, 2009, from Eric Education Full Text database.

References National Alternative Education Association. (2009). Exemplary practice in alternative education: Indicators of quality

programming. Retrieved September 17, 2009, from http://www.state.tn.us/education/learningsupport/alted/doc/ExemplaryPracticesinAE.pdf

National Commission on Excellence in Education. (1983). A nation at risk: The imperative of educational reform. Washington, DC: U.S. Department of Education.

Orfield, Gary. (1988). Race, Income, and Education Inequality. In school success for students at risk: Analysis and recommendation of the council of chief state School officers. Orlando, Fla.: Harcourt, Brace, Jovanovich, Inc.

Poyrazli, S., Ferrer-Wreder, L., Meister, D., Forthun, L., Coastworth, J., & Grahame, K. (2008). Academic achievement, employment, age and gender and students' experience of alternative school. Adolescence, 43, 547-56. Retrieved September 23, 2009, from Eric Education Full Text database.

Sagor, R. (1999). Equity and excellence in public schools: The role of the alternative school. The Clearing House, 73(2), 72-5. Retrieved September 23, 2009, from Eric Education Full Text database.

Scott, T., Nelson, C., & Liaupsin, C. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices. Education and Treatment of Children, 25(4), 532-51. Retrieved September 23, 2009, from Education Full Text database.

Sprague, J., & Tobin, T. (1999). Alternative education programs for at-risk youth: Issues, best practice, and recommendations. Oregon School Study Council Bulletin, 42(4), 1-19. Retrieved November 17, 2009, from Educations Full Text database.

Wilkins, J. (2008). School characteristics that influence student attendance: Experiences of students in a school avoidance program. The High School Journal, 91(3), 12-24. Retrieved September 23, 2009, from Education Full Text database.

Zweig, J. (2003, June). Vulnerable youth: Identifying their needs for alternative educational settings. The Urban Institute. Retrieved November 17, 2009, from http://urbaninstitute.org/UploadedPDF/410828_vulnerable_youth.pdf

Appendix A: Consent Forms (Principal)

Dear Sir/Madam, My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of my studies I am required to complete an Action Research thesis in the area of curriculum and instruction. I have selected the area of alternative education for at risk youth as the focus of my research. Recently, I have submitted a portfolio to the DOE to start a school for at-risk youth that incorporates CTE programs to include Culinary Arts and the Building Trades. Furthermore, I am interested in what methods educators can use in an effort to help our youth at risk for academic and social failure. I am especially interested in the effects of Experiential and Contextualized Learning integrated into the curriculum to re-engage the at-risk student. Therefore, I am writing to request permission to conduct this research by asking the ninth grade Integrated Math/ CTE teacher of your program questions in reference to curriculum integration of Experiential and Contextualized Learning and the affects it has to re-engage students to proactively take control of their learning. The research would involve weekly class visits, interaction and observations of students as well as permission to have students share their assessment portfolios and tests. Should I gain your approval, the involvement of your school employees, student body and parents/ guardians in this research would be entirely voluntary and they could withdraw from the research at any stage. All consent form, surveys and questionnaire’s are anonymous and names of those persons and that of the school will not be used. Upon completion of the study in May 2010, a copy of my thesis will be forwarded to you. If you have any questions about my dissertation research project please feel free to contact me via the email address attached to this letter. Thank you very much in advance, for your assistance in this academic endeavor. Sincerely, Nicole Morris

Appendix A: Consent Forms (Teacher)

Dear Sir/ Madam: My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of my studies I am required to complete an Action Research thesis in the area of curriculum and instruction. I have selected the area of alternative education for at risk youth as the focus of my research. Recently, I have submitted a portfolio to the DOE to start a school for at-risk youth that incorporates CTE programs to include Culinary Arts and the Building Trades. Furthermore, I am interested in what methods educators can use in an effort to help our youth at risk for academic and social failure. I am especially interested in the effects of Experiential and Contextualized Learning integrated into the curriculum to re-engage the at-risk student. Therefore, I am requesting to survey teachers in reference to the curriculum needs for at risk youth; by reading the information below and by having that information fully explained to you, you will sign to designate your consent in an effort to participate in this research. The purpose of this research is to determine the effectiveness of alternative education for at-risk youth actually benefits from an integrated CTE curriculum that uses Experiential and Contextualized learning to engage students and enhance their academic performance on portfolio assessments and traditional tests. If you agree to participate in this research you will be asked to complete a question survey of 12 questions which will reflect your professional knowledge of your school’s CTE curriculum. It is anticipated that your participation in the survey would take approximately 30 to 40 minutes. Your participation in this research is strictly voluntary and based on anonymity and be kept confidential. You may refuse to participate at all, or choose to stop your participation at any point during the survey without fear of penalty or negative consequences of any kind. Furthermore, the raw data will be kept in a secured file and the findings of this research will be reported only as descriptive data. No names will be used. Sincerely, Nicole Morris

Appendix A: Consent Forms (Parent)

Dear Sir/ Madam: My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of my studies I am required to complete an Action Research thesis in the area of curriculum and instruction. I have selected the area of alternative education for students attending a Career and Technical Education (CTE) Transfer School as my research focus. This study will take place at school during the Integrated Math/ CTE class. I am interested in what methods educators can use in an effort to help their students reach academic success through blended programs that comprise more than one subject to make the lesson “more real”. Therefore, I am requesting to interact with your child through surveys, questionnaires and to use their assessment portfolios and teacher given test, to assess the effectiveness of the program. If you agree to allow your child to participate in this research, they will be requested to complete surveys, questionnaires and share their assessment portfolios and teacher given tests, to assess the effectiveness of the program. Your child’s participation in this research is strictly voluntary and based on anonymity and be kept confidential. You may refuse to have your child participate at all, or choose to stop your participation at any point. Furthermore, the raw data will be kept in a secured file and the findings of this research will be reported only as descriptive data. No names will be used. Sincerely, Nicole Morris

Appendix B: Teacher Survey

Dear Educator: As the Integrated Math/ CTE teacher and curriculum coordinator of the CTE Transfer school program, I want to thank you for giving me the opportunity to help aid youth who are considered at risk. Please help me to continue my efforts along this avenue by taking a couple of minutes to tell me about your curriculum program and its attributes that your school has been utilizing so far. I sincerely appreciate your efforts.

1. How satisfied are you with the curriculum content of your school’s academic and CTE program over the last 1 to 3 years:

=3= =2= =1=

Very Satisfied Satisfied Unsatisfied 2. How satisfied are you with the school’s ability to integrate the academic and CTE curriculum for

students:

=3= =2= =1= Very Satisfied Satisfied Unsatisfied

3. Compared to traditional classroom sizes in public schools (averaging 25/1for its student/teacher ratio) does the Transfer school satisfy the small class room size for students at-risk:

=3= =2= =1=

Very Satisfied Satisfied Unsatisfied

4. How satisfied are you with the combination of classrooms with a reduced student/teacher ratio and

a varied curriculum (ex. academics that are coupled with CTE work-based studies such as culinary arts and carpentry) for future students:

=3= =2= =1=

Very Satisfied Satisfied Unsatisfied

5. How satisfied are you with recommending the Transfer school’s CTE program to other school systems:

=3= =2= =1=

Very Satisfied Satisfied Unsatisfied