A Study of Programs of Study in Six States

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

Abstract

While the National Research Center for Career and Technical Education had commissioned three studies of various aspects of Programs of Study, examining various programs around rigorous analysis of student outcome data, mature program development, and a state that focused on career education at the secondary level, there was a need to examine how POS was developing in various states across the country in terms of a more general nature. There was a need to tell how several states were implementing POS and to specifically look at how the technical assistance systems were supporting the development of state models.
To address these concerns, six states were selected for investigation. Using qualitative approaches (Spradley, 1980; Miles and Huberman, 1985), moving from basic observations to more systematic analysis of components and themes, data were collected from two sources. First, site visits were made to each state, locating an urban and rural program to examine to describe the kind of programs existing in each setting. Second, a participatory approach was taken where representatives from secondary, post-secondary, and business/industry areas maintained a “journal” and described how programs had developed in their state and specifically their role in the production of the program in the current year. State profiles were produced describing the findings in each state.
Data analysis produced thematic findings from the six states. These included: 1) technical assistance is provided at both the state and local levels, 2) no matter what the context, “relationships matter,” 3) champions deliver much of the technical assistance, and 4) POS are more than just about CTE -- they are about basic educational reform connecting academic learning with real-world contexts. The study also recorded challenges and made recommendations for further POS development.
Stories of POS in six states revealed that this CTE initiative is alive and well. Despite several challenges, many of which were experienced in Tech Prep programs developed years ago, POS are expanding their scope and numbers and becoming a more stable component of the CTE system for delivering articulated, collaborative programs that connect secondary schools, community colleges, and business and industry.

Author

• Robert D. Shumer, University of Minnesota