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September 2017

Ask A REL Question:

What are characteristics of schools, programs, and/or strategies that successfully transition students into careers?

Response:

Thank you for the question you submitted to our REL Reference Desk regarding the characteristics of schools, programs, and strategies that successfully transition students into careers. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. The references are selected from the most commonly used research resources and may not be comprehensive. Other relevant studies may exist. We have not evaluated the quality of these references, but provide them for your information only.

Research References

  1. Campbell, B. (2012). Pathways to prosperity: Technology leadership and innovation for the new economy at School District 129. Quarterly Review of Distance Education, 13(4), 219-224.
    https://eric.ed.gov/?id=EJ1005851
    From the abstract: “The Pathways to Prosperity initiative was launched in 2012 as the result of several years of research conducted by the Harvard Graduate School of Education. The Harvard Graduate School of Education's (2011) report challenged the United States' education model, pointing to some of the merits of the European education paradigm, which has adopted a traditionally more flexible perspective. In the latter, college is not necessarily the "preferred" option for all high school graduates; preparation for middle skills jobs is seen as a viable alternative to 4-year degree programs. James Rydland, superintendent of schools, and Don Ringelestein, director of technology, from School District 129 in Illinois, are 2 key leaders heading up the Illinois Pathways to Prosperity initiative. They were interviewed to gain in-depth insight into this new initiative. Discussed were its main objectives; collaboration between industry partners, government, and local educators; anticipated results of the new initiative; getting educators to consider new educational paradigms, resulting in improved high school graduation; plus, trained workers to fill middle skills jobs that remain vacant in the United States.”
  2. Castellano, M., Ewart Sundell, K., & Richardson, G.B. (2017). Achievement outcomes among high school graduates in college and career readiness programs of study. Peabody Journal of Education, 92(2), 254-274.
    http://www.tandfonline.com/doi/abs/10.1080/0161956X.2017.1302220?journalCode=hpje20
    From the abstract: “This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace.”
  3. Gaertner, M.N. & McClarty, K.L. (2015). Performance, perseverance, and the full picture of college readiness. Educational Measurement: Issues & Practice, 34(2), 20-33.
    https://eric.ed.gov/?q=EJ1065364&id=EJ1065364
    From the abstract: “Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college-readiness information is typically conveyed late in a student's high-school career, and tends to focus solely on academic accomplishments-grades and admissions test scores. Late-stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college-readiness diagnoses earlier in a child's K-12 career. This article introduces college-readiness indicators for middle-school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle-school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle-school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement-most notably motivation and behavior-contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college-readiness categories to support straightforward communication of middle-school indicators to parents, teachers, and students.”
  4. Malin, J.R. & Hackmann, D.G. (2017). Enhancing students' transitions to college and careers: A case study of distributed leadership practice in supporting a high school career academy model. Leadership and Policy in Schools, 16(1), 54-79.
    https://eric.ed.gov/?ID=EJ1128664
    From the abstract: “Creating effective pathways for students to transition from high school to college or career is immensely important and, although challenging, some have developed promising approaches. This case study examined how formal and informal leaders in an urban high school and district collaborated to implement a college and career academy model, utilizing distributed-leadership theory as a lens. Data analysis yielded seven themes. This study's documentation of considerable leadership distribution outside the organization is unique within the literature and underscores the need for researchers and practitioners to consider the important contribution of community leaders in promoting college and career readiness.”
  5. Mazzotti, V.L., Rowe, D.A., Sinclair, J., Poppen, M., Woods, W.E., & Shearer, M.L. (2016). Predictors of post-school success: A systematic review of NLTS2 Secondary Analyses. Career Development and Transition for Exceptional Individuals, 39(4), 196-215.
    https://eric.ed.gov/?q=EJ1116487
    From the abstract: “The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study–2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the existing in-school predictors of post-school success, and (c) identify any new in-school predictors of post-school success for youth with disabilities. Based on the results of this systematic review, results of the analysis added additional evidence to nine of the Test et al.’s predictors further expanding the literature base to support evidence-based predictors of post-school success. Limitations and implications for research and practice are discussed.”
  6. Phelps, L., Durham, J., & Wills, J. (2011). Education alignment and accountability in an era of convergence: Policy insights from states with individual learning plans and policies. Education Policy Analysis Archives, 19(31).
    https://eric.ed.gov/?ID=EJ956028
    From the abstract: “In response to the rising demand for market-responsive education reform across the U.S., since 1998 more than twenty states have created Individual Learning or Graduation Plan (ILP/IGP) state policies. Using extensive policy document analyses and stakeholder interview data from four early-adopting ILP/IGP states, the goal of this four-state case study was twofold. First, to determine the extent to which states are leveraging federal and state resources to align their ILP initiatives with other policies aimed at fostering education innovation and assisting economic recovery. The second goal was to develop policy recommendations for making intergovernmental investments to strengthen performance outcomes in education and workforce development in ILP/IGP states. The federal interest in equal protection and improving equity for special populations including youth with disabilities stimulated and animated the investigation. Several key findings emerged across the four states. First, to date limited fiscal investments in professional development and systematic data collection have constrained ILP-IGP implementation and evaluation efforts. Second, the opportunity to align and leverage the state investment with federal programs and other state employment and education initiatives was largely unexplored in these states. Recommendations for state policy improvements include aligning ILP policies with state plans for improving outcomes in federal programs for students confronting economic, language, and disability challenges.”
  7. Piontek, M.E., Kannapel, P.J., Flory, M., & Stewart, M.S. (2016). The implementation of dual credit programs in six nonurban Kentucky school districts. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Appalachia.
    https://eric.ed.gov/?q=ED566740&id=ED566740
    From the abstract: “A key strategy of the Kentucky Department of Education's and Council on Postsecondary Education's College and Career Readiness Delivery plan is to provide opportunities for high school students to earn college credit. Districts across Kentucky are implementing dual credit programs, but there is little sharing of information about the implementation of these programs. REL Appalachia researchers identified six districts in consultation with Kentucky College and Career Readiness Alliance representatives. Profiles describing each district's dual credit programming were created using data from 45 individual interviews conducted with seven distinct stakeholder groups. Each of the six districts offered dual credit programs, with variations in configuration, course offerings, costs, and student supports. Each of the six districts partners with at least one two-year and one four-year postsecondary institution to offer dual enrollment courses. The most prevalent configuration of courses is where courses are offered at a high school and taught by credentialed high school teachers. In cases where high schools are located near postsecondary institutions, this geographic proximity enhances the ability of school districts to offer a variety of courses and program configurations. Assurance of program quality was limited and varied across postsecondary institutions. Dual credit programs offer students the opportunity to earn college credit at reduced costs, but costs and funding support vary by district, postsecondary institution, and program design. Dual credit programs were viewed favorably and heavily promoted in each district, but their expansion is limited by key challenges. These challenges include needing to (1) increase the number of instructors credentialed to teach dual credit courses; (2) increase access to dual credit opportunities, especially in remote, rural locations; (3) ensure student readiness for college coursework; (4) make dual credit programs affordable for all eligible students across the state; (5) ensure course quality; and (6) provide adequate staffing to effectively manage dual credit programs. The following are appended: (1) Description of study methodology; (2) Key questions from the interview protocols; and (3) District profiles.”
  8. Schaefer, M.B. & Rivera, L.M. (2012). College and career readiness in the middle grades. Middle Grades Research Journal, 7(3), 51-66.
    https://eric.ed.gov/?id=EJ1006050
    From the abstract: “The development and implementation of a comprehensive and systemic career development program, The Career Institute, provided the mechanism through which one school community addressed students' career development and college readiness needs while also attending to their academic and personal-social development. The Career Institute consisted of a series of interventions that helped middle grades students relate personal, social and academic considerations to college and career. The activities were accomplished during the school's advisory program. In this qualitative research study, researchers analyzed data drawn from descriptive comments, observations and artifacts as well as students' and advisory teachers' surveys (Grades 6-9) across 2 years (2008-2009, 2009-2010). Findings indicated that after participating in Career Institute activities, students linked important pieces of their personal/social development to academic and career development. Students demonstrated an expanded and expanding sense of possibilities related to careers; became more specific and realistic about their career and college goals; and became more self reflective in thinking about college and career opportunities. Advisory teachers believed that the Career Institute helped students prepare for college early and with a career goal. This study offers a grounded look at how one school helped middle grades students envision a future with postsecondary and career goals, and offers a model of collaboration to help other schools visualize ways to construct paths that foster and facilitate students' college and career readiness.”
  9. University of North Carolina – SERVECenter. (2010). Evidence based education request desk. EBE #591A. Greensboro: Regional Educational Laboratory Southeast.
    https://eric.ed.gov/?q=ED537134&id=ED537134
    From the abstract: “There is a great deal of information available related to the American Recovery and Reinvestment Act (ARRA) Assurance focused on college/career ready standards and assessment, much of it very recent. So much is available that this report contains only a part of the available documents. The report is organized in sections based on issues that appear pertinent to standards and assessment. These are: (1) Core Curriculum/Rigor; (2) Standards; (3) Standards and Equity; (4) Benchmarking; (5) Policy; (6) Assessment; (7) Rural Schools; (8) Urban Schools; (9) High School Improvement; (10) College Readiness and Latino Students; and (11) Standards and Special Needs Students. Each section begins with a summary of important information from the included reports. Overall, the reports included here agree on several points. The documents in this report focus on what changes must be made if we are to remain competitive and how we are to make these changes, as well as on lessons learned by those who have begun making changes. A brief section of miscellaneous information that may be of interest is included at the end of the report.”
  10. Venezia, A. & Jaeger, L. (2013). Transitions from high school to college. Future of Children, 23(1), 117-136.
    https://eric.ed.gov/?id=EJ1015237
    From the abstract: “The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions. Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study. Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results. The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.”

Additional Organizations to Consult

  • College & Career Readiness & Success Center. http://www.ccrscenter.org/
    From the website: “The College and Career Readiness and Success Center (CCRS Center) is dedicated to ensuring all students graduate high school ready for college and career success. The mission of the CCRS Center is to serve Regional Comprehensive Centers in building the capacity of states to effectively implement initiatives for college and career readiness and success. Through technical assistance delivery and supporting resources, the CCRS Center provides customized support that facilitates the continuous design, implementation, and improvement of college and career readiness priorities.”

Additional Resources

  • College & Career Readiness & Success Center. (2017). Evidence-based practices to support college and career readiness in high school: Early warning indicators. (Brief). Washington, DC: College & Career Readiness & Success Center.
    http://www.ccrscenter.org/sites/default/files/EvidenceBasedPractices_EarlyWarningIndicators.pdf
    From the abstract: “ESSA requires states to identify high schools with a graduation rate less than 67% as low performing. Each low-performing high school is required to implement an evidenced-based strategy to improve student outcomes. One challenge that states face is identifying and selecting evidence-based practices supporting college and career readiness in high school. The College and Career Readiness and Success Center’s Evidenced-Based Practices series highlights research-based practices that promote high school college and career readiness in snapshot, user-friendly briefs. This brief focuses on early warning indicators which are used to identify and intervene with students early to help them get back on track and meet major educational milestones, such as on-time graduation. Early warning system indicators are an evidence-based strategy available to struggling high schools.”
  • College & Career Readiness & Success Center. (2017). Evidence-based practices to support college and career readiness in high school early-college high school. (Brief). Washington, DC: College & Career Readiness & Success Center.
    http://www.ccrscenter.org/sites/default/files/EvidenceBasedPractices_EarlyCollegeHS.pdf
    From the abstract: “ESSA gives states increased flexibility to develop strategies that support school improvement, and it emphasizes the importance of implementing evidenced-based strategies to support low-performing schools. One challenge that states face is identifying and selecting evidence-based practices for low-performing high schools. The College and Career Readiness and Success Center’s Evidenced-Based Practices series highlights research-based practices that promote college and career readiness in snapshot, user-friendly briefs. This brief focuses on early college high schools which are partnerships between secondary and postsecondary institutions and businesses that allow students to earn both a high-school diploma and an associate’s degree or postsecondary credit towards a bachelor’s degree. This evidence-based practice provides a learning environment that enhances students’ education experience and improves student outcomes in high school and postsecondary education.”
  • Duffy, H. & Darwin, M. (2013, March). The district role in supporting college and career readiness for students: Perspectives from Long Beach, Albuquerque, and Philadelphia (Issue Brief). Washington, DC: College & Career Readiness & Success Center.
    http://www.ccrscenter.org/sites/default/files/CCRS%20District%20Practices%20Brief.pdf From the introduction: “Current federal policy and the broader national agenda focus on education as an integral element of a strong and competitive United States economy, and a well-educated workforce is essential to economic growth. To help build this workforce, state education agencies, local education agencies, and schools need to develop comprehensive approaches to implementing college- and career-ready expectations, rigorous instruction, transition plans, and high-quality assessments. This brief focuses on three large, urban districts that have initiated district-wide systemic approaches to prepare students for postsecondary success. Applying this district-wide perspective to college- and career-ready (CCR) initiatives forms a foundation for a more coherent and systematic approach to implementation. The snapshots of these districts provide concrete examples of ways that districts can scale up and broaden the practices recommended in the 2009 IES Practice Guide, "Helping Students Navigate the Path to College" (ED506465)--a guide that describes evidence-based practices that improve postsecondary access for high school students. The IES Practice Guide focuses explicitly on school-level practices to ensure that students graduate ready for college. This brief, however, expands upon those recommendations by examining district-level practices that are designed to prepare students for both college and careers. The three snapshots included here are of district practices during the 2011-12 school year.”

Methods:

Search Strings: Career readiness and School policies OR Career readiness and School programs OR Career readiness and School characteristics

Searched Databases and Resources.

  • ERIC
  • Academic Databases (e.g., EBSCO databases)

Reference Search and Selection Criteria. The following factors are considered when selecting references:

  • Date of Publication: Priority is given to references published in the past 10 years.
  • Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
  • Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to surveys, descriptive analyses, and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.

REL Mid-Atlantic serves the education needs of Delaware, District of Columbia, Maryland, New Jersey, and Pennsylvania.

This Ask A REL was prepared under Contract ED-IES-17-C-0006 by Regional Educational Laboratory Mid-Atlantic administered by Mathematica Policy Research. The content does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.