Recent educational approaches that have career and technical education (CTE) components, such as Tech Prep, career academies, and High Schools That Work, have striven to integrate work experience with traditional academics; similarly, school-to-work (STW) by definition is composed of school-based learning, work-based learning (WBL), and bridging activities. How have these approaches affected their student participants both academically and personally? This Digest brings together research on the effects of approaches involving WBL on students' educational outcomes, attitudes, and short- and long-term employment prospects.
Secondary
Typically, approaches involving WBL proceed from the premise that learning set in the real-world context of work not only makes academic learning more accessible to many students but also--even more fundamentally--increases their engagement in schooling. Such fundamental effects have been found over and over. For example, a 5-year study of 3.4 million Texas high school students (Brown 2000) found that Tech Prep students had higher attendance and on-time graduation rates and lower dropout rates than both non-Tech Prep CTE students and the general population of secondary students. Similar positive effects have been reported in reviews of studies on career academies (Stern et al. 2000) and--in spite of wide variation in the levels and details of implementation--STW programs (Hughes et al. 2001). Studies of youth apprenticeship programs also found increased attendance and decreased dropout rates (Hollenbeck 1996; Silverberg et al. 1996).
Furthermore, positive effects were not limited to persistence. Brown (2000) reported that Texas Tech Prep students completed more academic courses than non-Tech Prep counterparts. Comparing 4,700 Tech Prep and non-Tech Prep participants from eight selected Tech Prep consortia, Bragg (2001) found that in four consortia, Tech Prep students were more likely than non-Tech Prep counterparts to begin high school below the level of Algebra I; but almost all had completed Algebra I by graduation. Higher grades or grade point averages (GPAs) were reported in studies of community-based STW programs for high-risk youth (Adler et al. 1996), Rhode Island Tech Prep programs (MacQueen 1996), and youth apprenticeship (Hollenbeck 1996; Silverberg 1996). Frome (2001) analyzed data from High Schools That Work (HSTW) 1996 and 1998 assessments and found significant increases in the percentage of students who met HSTW achievement goals in math, science, and reading; higher increases in the percentage of seniors meeting achievement goals were associated with increases in the percentage of seniors completing the HSTW-recommended program of math, science, and English courses.
Postsecondary
Bragg (2001) found high rates of postsecondary enrollment 1 to 3 years after high school graduation--65 percent across all eight consortia, over 75 percent in five consortia. MacQueen (1996) reported considerably higher postsecondary participation rates for Rhode Island Tech Prep associate degree students. Studying career academies in a single urban district and nationwide, Maxwell and Rubin (1997, 2000) found that, compared to general education or traditional vocational education, career academies and the academic track both generate the same increase in the likelihood of attending a 2- or 4-year college, although career academy effects were uneven across different groups of students. Furthermore, Maxwell and Rubin concluded that their single-district results strongly suggested negative creaming--i.e., career academies had a disproportionately high enrollment of at-risk students, which could mean that the effects of career academies were understated.
However, that conventional wisdom has been brought into question in an analysis (Warren et al. 2000) of data from the National Education Longitudinal Study of 1988, a survey of a nationwide sample of students who were eighth-graders in 1998. Warren et al. used a simultaneous equation model to investigate both short-term and long-term effects and the possibility of a reciprocal relationship between employment of any kind--WBL or otherwise--during high school and grades in academic courses. Researchers found no evidence that working during high school affected grades in academic courses either in the short term (i.e., during the same academic year) or in the long term (two academic years later) or that students' grades affected their employment activities. Instead, researchers found that preexisting differences between students who worked intensively and those who did not (in socioeconomic status, grades, academic achievement, postsecondary education aspirations, and curriculum track) accounted for the association between employment intensity and grades in academic courses.
Bragg, D. D. PROMISING OUTCOMES FOR TECH PREP PARTICIPANTS IN EIGHT LOCAL CONSORTIA: A SUMMARY OF INITIAL RESULTS. Minneapolis: National Research Center for Career and Technical Education, University of Minnesota, 2001. (ED 453 363) http://www.nccte.org/publications/infosynthesis/r&dreport/Promising Outcomes.pdf
Brown, C. H. "A Comparison of Selected Outcomes of Secondary Tech Prep Participants and Non-Participants in Texas." JOURNAL OF VOCATIONAL EDUCATION RESEARCH 25, no. 3 (2000): 273-295.
Haimson, J, and Bellotti, J. SCHOOLING IN THE WORKPLACE: INCREASING THE SCALE AND QUALITY OF WORK-BASED LEARNING. FINAL REPORT. Washington, DC: Mathematica Policy Research, 2001. (ED 455 444)
Hernandez-Gantes, V. M., and Sanchez, D. "Producing Knowledge in Career-Oriented Programs: Students' Perspectives on Schooling Experiences." In RESEARCH FOR EDUCATION IN A DEMOCRATIC SOCIETY. PROCEEDINGS OF THE 1996 AERA VOCATIONAL EDUCATION SPECIAL INTEREST GROUP, edited by R. L. Joyner, pp. 14-27. Washington, DC: Vocational Education Special Interest Group, American Educational Research Association, 1996. (ED 398 417)
Hollenbeck, K. AN EVALUATION OF THE MANUFACTURING TECHNOLOGY PARTNERSHIP (MTP) PROGRAM. TECHNICAL REPORT NO. 96-007. Kalamazoo, MI: W. E. Upjohn Institute for Employment Research, 1996. (ED 413 440)
Hughes, K. L.; Bailey, T. R.; and Mechur, M. L. SCHOOL-TO-WORK: MAKING A DIFFERENCE IN EDUCATION. A RESEARCH REPORT TO AMERICA. New York: Institute on Education and the Economy, Columbia University, 2001. (ED 449 364) http://www.tc.columbia.edu/~iee/PAPERS/Stw.pdf
Kaufman, P.; Bradby, D.; and Teitelbaum, P. HIGH SCHOOLS THAT WORK AND WHOLE SCHOOL REFORM: RAISING ACADEMIC ACHIEVEMENT OF VOCATIONAL COMPLETERS THROUGH THE REFORM OF SCHOOL PRACTICE. Berkeley: National Center for Research in Vocational Education, University of California at Berkeley, 2000. (ED 438 418)
MacQueen, A. B. "Assessing Tech Prep in Rhode Island." TECH DIRECTIONS 55, no. 7 (February 1996): 21-23.
Maxwell, N. L., and Rubin, V. THE RELATIVE IMPACT OF A CAREER ACADEMY ON POST-SECONDARY WORK AND EDUCATION SKILLS IN URBAN, PUBLIC HIGH SCHOOLS. Hayward: Human Investment Research and Education Center, California State University, Hayward, 1997. (ED 436 652)
Maxwell, N. L., and Rubin, V. HIGH SCHOOL CAREER ACADEMIES: A PATHWAY TO EDUCATIONAL REFORM IN URBAN SCHOOL DISTRICTS? Kalamazoo, MI: W. E. Upjohn Institute for Employment Research, 2000. (ED 445 266)
Scribner, J. P., and Wakelyn, D. YOUTH APPRENTICESHIP EXPERIENCES IN WISCONSIN: A STAKEHOLDER-BASED EVALUATION. 1997. (ED 422 505)
Silverberg, M.; Bergeron, J.; Haimson, J.; and Nagatoshi, C. FACING THE CHALLENGE OF CHANGE: EXPERIENCES AND LESSONS OF THE SCHOOL-TO-WORK/YOUTH APPRENTICESHIP DEMONSTRATION PROJECT. FINAL REPORT. Plainsboro, NJ: Mathematica Policy Research, 1996. (ED 413 402)
Stasz, C., and Brewer D. J. "Work-Based Learning: Student Perspectives on Quality and Links to School." EDUCATIONAL EVALUATION AND POLICY ANALYSIS 20, no. 1 (Spring 1998): 31-46.
Stern, D. LEARNING AND EARNING: THE VALUE OF WORKING FOR URBAN STUDENTS. ERIC/CUE DIGEST NUMBER 128. New York: ERIC Clearinghouse on Urban Education, Teachers College, Columbia University, 1997. (ED 413 405) http://eric-web.tc.columbia.edu/digests/dig128.html
Stern, D.; Dayton, C.; and Raby, M. CAREER ACADEMIES: BUILDING BLOCKS FOR RECONSTRUCTING AMERICAN HIGH SCHOOLS. Berkeley: Career Academy Support Network, University of California at Berkeley, 2000. (ED 455 445)
Warren, J. R.; LePore, P. C.; and Mare, R. D. "Employment during High School: Consequences for Students' Grades in Academic Courses." AMERICAN EDUCATIONAL RESEARCH JOURNAL 37, no. 4 (Winter 2000): 943-969.
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This project has been funded at least in part with Federal funds from the U.S. Department of Education under Contract No. ED-99-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.
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