ERIC Number: ED398401
Record Type: RIE
Publication Date: 1996-Jul
Career Academies. Early Implementation Lessons from a 10-Site Evaluation.
Kemple, James J.; Rock, JoAnn Leah
This first report from a national evaluation of Career Academies describes the program's scale (1,953 students and their teachers, at 10 sites), scope (educational, developmental, and employment-related results), and random assignment design. Chapter 1 describes the Career Academy approach, explores why it has attracted the attention of education reformers and proponents of the school-to-work movement, and presents an overview of the research design. Chapter 2 describes the process by which the high schools and their Career Academies participating in the Career Academies Evaluation were identified and selected and presents the demographic characteristics of the school districts in which they are located. Chapter 3 describes the key features of the Career Academies and highlights some similarities and differences. Chapter 4 describes the student recruitment, application, and selection processes used by the Career Academies and discusses how the random assignment procedures were incorporated into existing procedures. Chapter 5 describes the background characteristics of the students and their families and discusses the extent to which these characteristics indicate that students may be at risk of dropping out of high school. Chapter 6 offers some preliminary findings on students' patterns of participation in the programs. Chapter 7 describes the teachers in the Career Academies and compares their perspectives on teaching and their work environment with those of their colleagues in the regular high school programs. Contains 52 references, 23 tables, and 5 figures. Items from the teacher questionnaire used to create indicators of teachers' perceptions of their work are appended. (YLB)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Manpower Demonstration Research Corp., New York, NY.
Grant or Contract Numbers: N/A
IES Cited: ED502502