Combining Academic and Vocational Courses in an Integrated Program to Reduce High School Dropout Rates: Second-Year Results from Replications of the California Peninsula Academies

Stern, Daniel; Dayton, Charles; Paik, Ilwoo; Weisberg, Alan; Evans, J. Marilyn

doi:10.2307/1163887

Cited by 5 publications

(16 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consequently, policies are needed that address pre-labor educational processes and work-based linkages simultaneously. Thus, from a purely policy standpoint, it is unlikely that an integrated curriculum can provide either the type or scope of education needed by disadvantaged students to overcome many of the obstacles they face in school and the labor market (consult Levine and Zimmerman 1995;Stern et al 1988 for discussion). While we found that an integrated curriculum provided some benefits to workers, they were insufficient to overcome the power exerted by gender, class and ethnic factors.…”

Section: Discussionmentioning

confidence: 99%

“…Vocational students who incorporate academic classes into their curricula will learn job specific skills as well as reasoning skills that may be applicable to more general skill demand (Commission on the Skills of the American Workforce 1990; Stern et al 1988). Skills acquired through academic courses may also teach students how to learn, so that once they are on the job, they stand a better chance of being promoted to more highly paid positions than those who have acquired fewer "learning skills" (Arum and Shavit 1995; Commission on the Skills of the American Workforce 1990; Stasz, et al 1990).…”

Section: Neoclassical Human Capitalmentioning

confidence: 99%

“…Ability grouped classrooms also have fewer disciplinary-related disruptions, smaller class sizes, richer extracurricular activities and better prepared instructors (Page 1991;Ainsworth-Darnell 1998, 1999). Such classes foster the kind of educative environment where students work alongside the best, brightest, and most motivated classmates, which enhance each other's chances of success (Dominitz and Manski 1996;Arum and Shavit 1995;Stern et al 1988).…”

Section: Social Reproduction Perspectivesmentioning

confidence: 99%

“…Some sociologists argue that curriculum reform that overlooks the complex interplay between ascription and tracking in determining stratification outcomes for young workers is shortsighted (Ainsworth and Roscigno 2005;Mickelson 2003). Granted that the enormity of the labor market problems facing young workers are complex, the gap in knowledge regarding the role ascribed status plays in the school-to-work process is most troubling (Royster 2003;Stern et al 1988).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data

2009

View full text Add to dashboard Cite

This study assessed competing predictions from neoclassical human capital and social reproduction theories regarding the role of students' gender, class and racial status in determining high school curriculum placement, early post secondary job destination and wage attainment. Our findings support predictions from reproductive theories in that they revealed significant class, race and gender disparities in students' educational and employment outcomes, even after accounting for workers prior achievement. These findings have important implications for two fields of research: education and labor market inequality, especially within the context of the education literature where institutional processes are often assumed to be neutral. Moreover, our results highlighted the mechanisms underpinning high school curriculum tracking that discriminate against race, class and gender subgroups. We conclude with a discussion on policy recommendations and suggestions for future research.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Neoclassical Human Capitalmentioning

confidence: 99%

Section: Social Reproduction Perspectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data

2009

View full text Add to dashboard Cite

show abstract

“…population, making it likely that a larger proportion of current dropouts are individuals for whom high school graduation is possible only if more expensive efforts at remediation and school reform are undertaken. At the same time, the difference in earnings between high school graduates and dropouts-conventionally used as the principal measure of economic benefit from dropout prevention-has grown substantially in the past 20 to 30 years (Stern, Dayton, Paik, Weisberg, & Evans, 1988). Data on benefits and costs of current dropout prevention programs are therefore of considerable interest.…”

mentioning

confidence: 99%

Benefits and Costs of Dropout Prevention in a High School Program Combining Academic and Vocational Education: Third-Year Results from Replications of the California Peninsula Academies

Stem

Dayton

Paik

et al. 1989

Educational Evaluation and Policy Analysis

Self Cite

View full text Add to dashboard Cite

This paper reports 1987-88 results from an evaluation of 11 academy programs in California high schools. Academies are schools within schools, combining academic and vocational courses in a program designed to reduce dropout rates. The evaluation used a matched comparison group for each cohort of academy students at each site. Results for in-school outcomes were generally positive. Focusing on one grade-level cohort for which graduation rates are available, the number of dropouts saved was estimated, along with the costs and economic benefits to society. The estimated net benefit from dropout prevention among this cohort of 327 students is between $1.0 and $1.3 million.

show abstract

Programs to Increase High School Completion

Hahn

Knopf

Wilson

et al. 2015

American Journal of Preventive Medicine

View full text Add to dashboard Cite

Context High school completion (HSC) is an established predictor of long-term morbidity and mortality. U.S. rates of HSC are substantially lower among students from low-income families and most racial/ethnic minority populations than students from high-income families and the non-Hispanic white population. This systematic review assesses the effectiveness of programs to increase HSC and the potential of these programs to improve lifelong health among at-risk students. Evidence acquisition A search located a meta-analysis (search period 1985–2010/2011) on the effects of programs to increase HSC or General Educational Development (GED) diploma receipt; the meta-analysis was concordant with Community Guide definitions and methodologic standards. Programs were assessed separately for the general student population (152 studies) and students who were parents or pregnant (15 studies). A search for studies published between 2010 and August 2012 located ten more recent studies, which were assessed for consistency with the meta-analysis. Analyses were conducted in 2013. Evidence synthesis The review focused on the meta-analysis. Program effectiveness was measured as the increased rate of HSC (or GED receipt) by the intervention group compared with controls. All assessed program types were effective in increasing HSC in the general student population: vocational training, alternative schooling, social–emotional skills training, college-oriented programming, mentoring and counseling, supplemental academic services, school and class restructuring, multiservice packages, attendance monitoring and contingencies, community service, and case management. For students who had children or were pregnant, attendance monitoring and multiservice packages were effective. Ten studies published after the search period for the meta-analysis were consistent with its findings. Conclusions There is strong evidence that a variety of HSC programs can improve high school or GED completion rates. Because many programs are targeted to high-risk students and communities, they are likely to advance health equity.

show abstract

Combining Academic and Vocational Courses in an Integrated Program to Reduce High School Dropout Rates: Second-Year Results from Replications of the California Peninsula Academies

Cited by 5 publications

References 0 publications

Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data

Curriculum Placement, Race, Class and Gender Differences in Wage Growth Amongst Non-College Workers: Evidence from the NELS 1988–2000 Data

Benefits and Costs of Dropout Prevention in a High School Program Combining Academic and Vocational Education: Third-Year Results from Replications of the California Peninsula Academies

Programs to Increase High School Completion

Contact Info

Product

Resources

About