Backward Mapping Mature Programs of Study: Local CTE (Career and Technical Education) Policy Implementation

• In Event: Programs of Study as Locally Adaptable High School Reforms

Abstract

Purpose
When Perkins IV legislation passed in 2006, little guidance and few models existed for how one of the newest requirements, programs of study (POS) could be implemented locally. This descriptive study examined sites that had begun to develop POS-like CTE programs prior to Perkins IV in order to understand the key features and how they operate, both as guidance for other sites and to provide initial information about POS to OVAE staff.

Perspective
We primarily use a “backward mapping” approach to examine how POS might work and why. Much like “reverse engineering” in technical fields, backward mapping starts at the end of the process – the outcome – and works backwards to each successive level of implementation that affects it. In the present study, we begin with the desired outcome of POS, the smooth transition of students from secondary to postsecondary in a particular career area, and then determine how local sites arrived at that point.

Method and Data Sources
From a pool of sites nominated by national associations and state and local educators, eight sites were selected that had several years of evidence of students moving from a high school career technical program into and through a postsecondary career technical program. Interviews were conducted with faculty and administrators at the secondary and postsecondary institutions who are involved in the POS in each site. Survey data were also collected from high school students at three of the sites.

Results
From the interviews, we found: (1) the community college, not the high school, most often took the initiative to begin building the POS linkages; (2) the strongest POS had active advisory committees that included representatives from the high schools, the colleges, and the business communities; (3) it was more challenging to integrate curriculum horizontally (i.e., CTE and academic curriculum) than vertically (i.e., high school and college level curriculum); (4) in comprehensive high schools, many guidance counselors were unaware of POS opportunities for students, perhaps because CTE traditionally falls outside of their primary focus; (5) there are multiple logistical challenges (e.g., tuition, teacher credentials, and location) involved in offering dual credit (high school and community college) that must be worked out between the high school and the college. Student surveys indicated positive experiences in the POS; however, some of the information (e.g., about which courses were offered for dual credit) was not trickling down to students. Furthermore, only a small proportion of students were making the transition to the affiliated college in the same POS. This does not indicate that the policy does not work, but rather that there are still pieces that local educators need to refine. Furthermore, regardless of how strong the POS is, there is never a guarantee that students, faced with myriad choices, will continue in it.

Authors

• Corinne Alfeld, FHI 360

• Sharika Bhattacharya, FHI 360