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ERIC Number: EJ764831
Record Type: Journal
Publication Date: 2007-May
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1527-1803
Move beyond "Seat-Time" and Narrowly Defined Knowledge and Skills
Kiker, Jason
Techniques: Connecting Education and Careers (J3), v82 n5 p38-40 May 2007
The ninth recommendation in ACTE's high school reform position statement is to move beyond "seat-time" and narrowly defined knowledge and skills. United States high schools operate on a well-established set of expectations for size, time of day and seasons of the year that programs and classes are offered, how instructional material is delivered, and what constitutes success in terms of the students' knowledge and skills. Until reliable assessments of student knowledge and skills are in place and accepted, there will be difficulty in letting go of the seat-time approach. A first step toward the new vision is to continue using existing standardized assessments for accountability and exit requirements, while developing and implementing performance-based demonstrations of skills and knowledge that can give a more in-depth picture of a student's skills. This article more closely examines the last recommendation made in ACTE's high school reform position statement and highlights best practices of two high schools that have already made the changes necessary to teach and assess students' true abilities through project-based and community-based learning opportunities.
Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; North Carolina; United States