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ERIC Number: ED537857
Record Type: Non-Journal
Publication Date: 2007-May
Pages: 80
Abstractor: ERIC
Reference Count: N/A
New Directions for High School Career and Technical Education in Wyoming: A Strategic Plan
Hoachlander, Gary; Klein, Steven; Studier, Carol
MPR Associates, Inc.
This report offers a plan for improving career and technical education (CTE) in Wyoming, but it is about more than just technical education. Realizing the potential of CTE to contribute to students' mastery of both academic and technical knowledge depends not only on strengthening the CTE curriculum, but also on embedding CTE in a larger program combining core academics with applied learning. It is a plan focused on preparing students for postsecondary education "and" career, both options and not just one or the other. This plan calls for breaking down the rigid separation between academic and technical instruction in high school to capitalize on students' curiosity about the workings of the modern world. And it builds on this interest to deepen their understanding of core concepts in mathematics, science, English, and social studies. This report is organized into four major chapters. Chapter 1 examines the current state of CTE in Wyoming. Recent court-ordered changes to the delivery system have provided a solid footing on which to build challenging new options for high school students, and this section briefly summarizes student participation in the system, existing state standards and assessments, program financing, and other features of the current system. Chapter 2 briefly summarizes what a system of integrated academics and CTE might look like in Wyoming, and lays out the guiding principles and core components of the pathways model. Chapter 3 outlines and analyzes the essential policy considerations for strengthening CTE in high schools and embedding it in comprehensive programs of academic and technical study. It addresses such issues as the need for more fully developed programs of study, content standards and assessment, curriculum design and integration, support of innovative delivery systems, teacher preparation and professional development, articulation with postsecondary education, and implications for school finance, including adequate funding for vocational supplies, equipment, and capital outlay. Chapter 4 offers some concluding observations and suggested next steps to guide state policymakers and educators in implementing plan recommendations. Appended are: (1) Interviews Completed; (2) Site Visits Conducted; and (3) Bibliography. (Contains 1 figure, 5 tables, and 8 footnotes.)
MPR Associates, Inc. 2150 Shattuck Avenue Suite 800, Berkeley, CA 94704. Tel: 510-849-4942; Fax: 510-849-0794; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: MPR Associates, Inc.
Identifiers - Location: Wyoming