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ERIC Number: ED539246
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 65
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Validation Study II: Alignment of Texas College and Career Readiness Standards with Entry-Level Career and Technical Education College Courses at Texas Postsecondary Institutions
Conley, David T.; McGaughy, Charis; Cadigan, Katie; Forbes, Jennifer; Young, Brittney
Educational Policy Improvement Center (NJ1)
This report is the third in a series of five reports resulting from the Texas College and Career Readiness Initiative (TCCRI) established by the Texas Higher Education Coordinating Board (THECB) under contract with the Educational Policy Improvement Center (EPIC). The purpose of the TCCRI is the facilitation of the development and implementation of the college and career readiness standards. The results of the TCCRI include the following: (1) Texas College and Career Readiness Standards; (2) Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions; (3) Validation Study II: Alignment of Texas College and Career Readiness Standards with Entry-Level Career and Technical Education College Courses at Texas Postsecondary Institutions; (4) Validation Study III: Alignment of Texas College and Career Readiness Standards with Courses in Two Career Pathways; and (5) Texas College Readiness Assignments. This study replicates "Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions" by exploring the relationship between the CCRS and career and technical education (CTE) courses to establish the validity of the standards as an accurate representation of the key knowledge and skills necessary for college and career readiness and success. The results of the study can be used to analyze elements of the CCRS and how they relate to successful preparation for CTE coursework. Overall, the findings from this study indicate that every CCRS cross-disciplinary standard is aligned with at least one of the nine CTE courses analyzed. A separate component of this study analyzed the course documents to identify common practice within current CTE courses, and to create Reference Course Profiles. Reference Course Profiles are composite representations of the course documents collected, and provide a snapshot of current practice. This component of Validation Study II resulted in 7 CTE Reference Course Profiles. The results of this study can be used in various ways. Secondary institutions can use the alignment results to create integrated CTE programming aligned with current expectations and practice. Postsecondary institutions can use this information to conduct self-studies of course content and expectations. Statewide, this study is an initial step in deepening the understanding of the knowledge and skills necessary for successful preparation for entry-level CTE courses. Appended are: (1) Consent Form; (2) Scale Items & Rationale Statements; (3) Course Submission Additional Questions; (4) Course Level Findings; and (5) Reference Course Profiles. (Contains 13 tables and 3 footnotes.)
Educational Policy Improvement Center. 720 East 13th Avenue Suite 203, Eugene, OR 97401. Tel: 877-766-2279; Tel: 541- 246-2600; Fax: 541-346-6145; e-mail: communications@epiconline.org; Web site: http://www.epiconline.org
Publication Type: Reports - Research
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Policy Improvement Center (EPIC)
Identifiers - Location: Texas