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Kenyatta Collins

How Can the Blending of CTE and Academic Coursework Impact Student Retention, Graduation, and Post-Secondary Planning?. Kenyatta Collins. Need for Study (Defining the Problem).

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Kenyatta Collins

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  1. How Can the Blending of CTE and Academic Coursework Impact Student Retention, Graduation, and Post-Secondary Planning? Kenyatta Collins

  2. Need for Study (Defining the Problem) • In 2000-2005, 30,000 students who began 9th grade in Philadelphia Public Schools left without earning a high school diploma. • 30 percent of students who dropped out passed left school between the 8th and 10th grade. • The male-female graduation gap is highest among African American with nearly two-thirds of black girls completing high school in six years. Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia’s Dropout Crisis, 2000-2005.

  3. Research Question How Can the Blending of CTE and Academic Coursework Impact Student Retention, Graduation, and Post-Secondary Planning?

  4. Qualitative & Quantitative Research Design • Ethnographic Studies - Focus is placed on an entire group (Leedy and Ormrod, 2005). • Site-based observations • Southwest ALA & DVHS-Southwest • Interviews • Three students who attended both Southwest ALA & DVHS-Southwest • Reviews of existing documents • KSYS and SCN

  5. Qualitative & Quantitative Research Design (cont’d) • Constant Comparative Model – According to Bogdan & Biklen, (2007), there are six steps are involved: • Begin data collection. • Examine data for key issues, recurring events, or activities that may become the focus of the study and the basis for categorizing the data. • Continue to collect data that provide incidents of the categories of focus. • Begin writing about the categories being explored while at the same time searching for new incidents. • Continue to work with the data and the emerging “model” in order to discover the basic social processes and relationships among the individuals in the group. • Engage in summarizing, coding, and writing as the analysis focuses on the most meaningful categories.

  6. Group Studied • 105 students who graduated from DVHS-Southwest between September 2010 and April 2011. • Three (3) out of 105 students were interviewed • Pre-Intervention Interview • Post-Intervention Interview

  7. Data Collection Procedures • Used attendance percentage from KSYS and SCN data to measure retention and graduation rate. • Ex: Out of 105 students who graduated, attendance was recorded and analyzed at: • Intake (pre-intervention) • Mid-Intervention (implementation of CTE & academic curriculum combination) • Graduation (post-intervention/completion of CTE & academic curriculum combination)

  8. Data Collection Procedures (cont’d) • Used credits earned to measure retention and student engagement. • Out of 105 students, the number of credits earned were recorded and analyzed at: • Intake (pre-intervention) • Mid-Intervention (implementation of CTE & academic curriculum combination) • Graduation (post-intervention/completion of CTE & academic curriculum combination)

  9. Data Collection Procedures (cont’d) • Pre-Intervention Interviews • Open-ended questions were asked to three (3) students who attended school regularly at Southwest ALA. • Post-Intervention Interviews • Open-ended questions were asked to the same three (3) students who attended school regularly while at DVHS-Southwest

  10. Literature Review • According to the National Dropout Prevention Center, CTE should be included as part of the overall solution in preventing student dropout. • Plank (2001) examined the relationship between CTE and academic-course taking, student achievement, and retention in high school. He found that students were likely to attend school and were less likely to dropout when CTE and academic courses were part of the curriculum. • Arum and Shavit (1995) identified students who had taken a set of advanced academic courses and a sequence of CTE & academic courses combined. Four years after graduation, they found that the students who took a combination of CTE and academic courses had the greatest likelihood of being employed and being enrolled in post-secondary education.

  11. Intervention (Phase 1) • Developed an academic schedule that consisted of only core academic subjects. • Students rotated on a 4-45 minute schedule • Morning Session (8:30am-11:40pm) Afternoon Session (12:30pm-3:40pm)

  12. Intervention (Phase 2) • Revised academic schedule adding CTE courses to the existing academic curriculum. • Ex: Psychology, Sociology, Anthropology, Physics, Personal Finance, and *Post-Secondary Planning • Schedule remained on a 4-45 minute rotation and was still offered in both morning and afternoon sessions.

  13. RESULTS

  14. Attendance

  15. Credits Earned

  16. Post-Secondary Outcomes

  17. Conclusion • In the past eight months of researching, recording, and analyzing data, along with implementing CTE into the existing academic curriculum, the student retention and graduation rate at DVHS-Southwest increased to above 60 percent. • As a result of implementing CTE courses to the curriculum, the number of students interested in obtaining post-secondary education drastically improved as well.

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