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ERIC Number: EJ1015288
Record Type: Journal
Publication Date: 2013-Feb
Pages: 4
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1527-1803
Urban Agriculture Programs on the Rise: Agriculture Education Model Can Reach Students Other Classes Leave Behind
Fritsch, Julie M.
Techniques: Connecting Education and Careers (J3), v88 n2 p20-23 Feb 2013
Agricultural education begins with hands-on classroom and laboratory instruction. Because agriculture is such a broad topic, schools typically tailor agriculture class offerings to match the interests of the student population, needs of nearby businesses and industry, or topics relevant to their state's standard assessments. Within most agriculture programs, concepts in individual classes build on concepts found in other agriculture, science and math classes, so as students progress through school, they see how what they are learning is interconnected, as well as connected to their everyday lives. Because students in urban agriculture programs usually do not have any background in or interest in production agriculture, classes often focus on topics like biotechnology, food science, agricultural engineering, veterinary science or horticulture. Emmerich Manual High School, Emma Donnan Middle School, and Thomas Carr Howe Community High School were the lowest-performing schools in the Indianapolis Public School system for several years in a row, prompting the Indiana Department of Education to take control in 2011 and turn over their management to Charter Schools U.S.A., an education management company. Among the changes made by Charter Schools U.S.A. was the implementation of an agricultural education program at each of the three schools. Currently, students at the three Indianapolis schools can take a Fundamentals of Agriculture class, which counts as a high school credit, even for the middle schoolers. The eventual goal is for students at the three schools to begin their agricultural education experience in middle school with the Fundamentals class, then progress through high school on one of three agriculture tracks--one that is life-science based, one that is business-oriented or one that is more focused on graduating with the skills to go into a trade or technical school after graduation. This article describes how the program effectively integrated agricultural education's Three-circle Model, a model comprised of three integrated components--classroom instruction, leadership education, hands-on experience, in each of the three schools. (Contains 1 figure.)
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: http://www.acteonline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana