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Four Major Components of Career Connections Effort in our Tri-County Region

The Effects of Career Connections on Drop Out Rates, Student Achievement, Discipline, and Daily Attendance in Williamston High School Gerald L. Stinnett, Ed.D., Superintendent Williamston Community Schools August 15, 2002.

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Four Major Components of Career Connections Effort in our Tri-County Region

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  1. The Effects of Career Connections on Drop Out Rates, Student Achievement, Discipline, and Daily Attendance in Williamston High School Gerald L. Stinnett, Ed.D., Superintendent Williamston Community Schools August 15, 2002

  2. Four Major Components of Career Connections Effort in our Tri-County Region Career Contextual Learning E.D.P.’s (Educational Development Plans) Career Pathways organization of high school course offerings Comprehensive Guidance and Counseling

  3. Empirical Data • Drop Out Rates • Grade Point Averages • Class Averages in Applied Math • Discipline Rates • Daily Attendance

  4. High School Drop Out Rates The rates noted indicate the percent of students who did not complete their respective high school requirements within four years from their freshman year and who left Williamston High School with no evidence of further high school enrollment or plans.

  5. Grade Point AveragesNinth Grade Students

  6. Class Averages inApplied Math

  7. Student Referrals (for students in Applied Math and other high school classes that have become project/problem based)

  8. Average Daily Attendance

  9. Anecdotal Evidences • J.D. • D.R.

  10. The Case of J.D.—(at risk) • Expelled in 1998-99 • Readmitted in 1999-00 • E.D.P. developed—Human Services (teaching) • Provided mentoring opportunity in district alternative education program • Graduated this year with plans to pursue teaching as a career

  11. The Case of D.R.—(average student) • Early lack of interest and success in school • Project/problem based math caught his interest • He selected Engineering/Manufacturing Career Pathway • Renewed interest has spilled over into language arts and social studies where project/problem based units and lessons have been developed that allows him to apply math interest in these other curricular areas

  12. Effect of Career Connections on Teachers • Teachers report more engaged learning by students • Teachers write many less referrals and deal with much less off-task behavior

  13. Effect on Community Empirical Data • 1999-00 23 business/industry people visited school and classrooms • 2001-02 52 business/industry representatives visited school and classrooms • Over 100% increase

  14. Effects on Community/ Business/Teacher Relationships • 1998 Great percentage of our teachers district-wide had no work experience outside of education • 2002 85 percent of our teachers district-wide have had a summer extern experience in a business/industry

  15. Effects on Community Anecdotal • Regular communication from business/industry noting their appreciation for our efforts and their pleasure with student response to their visits

  16. Summary • We in Williamston Community Schools know as well as feel that Career Connections efforts have greatly assisted student success and achievement in Williamston High School

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