Research Proposal 1
Running head: The effect of career education on the economically disadvantaged
The Effect of Career Education on the Economically Disadvantaged
EDRS 5305
Dr. Teresa Cortez
Abstract
Rio Bravo Middle School services 420 students ranging from the sixth grade through the eighth grade. In the eighth grade, there are 121 economically disadvantaged students in the at-risk population. Out of these 121 students, approximately 10% of these students will be able to continue their education immediately upon graduation from high school. The purpose of this study is to determine if Career Education helps these students continue their education beyond high school, in addition to finding employment that will lead them to become successful members of their community, as is the stated mission of the Ysleta Independent School District. This research will track the economically disadvantaged students of Rio Bravo Middle School through their high school education to determine if these students pursue careers in identified interest areas.
The effect of career education on the economically disadvantaged
Problem
Public schools have become the new environment to support and nurture at-risk students and are the largest educational institution for providing long-term commitments and services to these populations. According to Chapter 75, Subchapter BB in the Commissioner’s Rules Concerning Special Provisions for Career and Technology Education, “students who are members of special populations shall be provided career and technology services in accordance with all applicable federal law and regulations.” Upon further inspection of these guidelines, it can be interpreted that students with disabilities are the main focus of these services. (Texas Education Code, Curriculum, Chapter 75.1023) Students who qualify for Career and Technology education are in a special population and must follow an individualized education program (IEP). These identified students are funded by the Carl D. Perkins Act. (Texas Education Code, Curriculum, Chapter 75.1022) While it is understood that students with disabilities need special training for the work world, this leaves the economically disadvantaged student population without career education. Many young people from “economically disadvantaged backgrounds face a number of challenges that can limit their chances of success in education and employment.” (Economic and Social Research Council, Autumn 2002, number 9) Many of these students are not able to continue their education upon high school graduation. In fact, many of these students leave school to assist the family in financial matters. Therefore, it is the intent of this proposal to provide economically disadvantaged students with the opportunity to obtain Career Education throughout their high school career.
Purpose of Study
The Financial Accountability System Resource Guide developed by TEA lists thirteen identifiers for at-risk students.(Financial Accountability Resource Guide, 9.2.3.1, Compensatory Education Guidelines) These identifiers address the following standards. Students who do not perform satisfactorily on a readiness test or assessment instrument administered in the current school year and/or those students who have not maintained a 70 percent in two or more subjects in a core curriculum class during a semester. A child may be identified at-risk if they did not pass the TAKS test in the previous year or has not passed from one grade level to the next for one or more school years. Another consideration is that the student is pregnant or is a parent or has been placed in an alternative education plan in the preceding school year. A student who has been expelled, is currently on parole, deferred prosecution or other educational release may also fall within the guidelines of an at-risk student. Any student who has been reported by the Public Education Information Management System (PEIMS) to have dropped out of school or is a student of English Limited Proficiency may also be categorized as at-risk. Any child who is in the custody of the Department of Protective and Regulatory Services, is homeless or residing in a residential facility, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house or a foster group home may be identified in the at-risk population. Students may be placed in one or more of these categories to be considered at-risk. In addition to these state identifiers, students are classified at-risk economically if they are participating in the Federal Free and Reduced Lunch program. This is our targeted group.. Because El Paso, and the Ysleta district, in particular has so many students who fall under these guidelines, many economically disadvantaged students are not offered sufficient career training to secure financially rewarding job opportunities in the event they are unable to enter college upon graduation. Ysleta ISD had 20,298 economically disadvantaged students in 2004, and not all these students were enrolled in career education. (Texas Education Agency, 2004 District Accountability Data Tables)
In this study, we hope to track 121 economically disadvantaged students from Rio Bravo through high school to determine if the exposure they receive at the eighth grade level assists them in their educational planning. Since these students are all required to take the initial course for career planning at the eighth grade level, they will receive three separate assessments to identify their particular interests in a career. During their eighth grade year, they will also have the opportunity to develop a high school graduation plan. It is the purpose of this study to determine if these students follow their personal high school plan by providing them with annual assessments and curriculum and career guidance opportunities throughout their high school years.
Questions to be Answered
Prior to the 2004-05 academic school year, students were not offered career education courses at the eighth grade level, except as an elective. Students did have the chance to attend career fairs at the high school level. However, these fairs are not attendance required, nor is attendance monitored by the teachers. Students may or may not attend these career fairs. We want to ensure that our identified population attends career fairs and we want to know if attendance at these fairs impacts their educational and occupational choice. Pikulshi states that intervention programs that are successful incorporate programs that are offered early, tied to the work students are doing as a normal part of their school routine, are offered on a regular and frequent basis and supplement the classroom instruction. We want to know if our identified population is provided with career education opportunities throughout high school, will they seek higher education and/or specialized training for well-paying occupations. High schools provide school-to-work opportunities as specified in the Texas Education Code, Chapter 75, Curriculum, and Subchapter BB. As previously stated, this part of the code only addresses students who have physical or learning disabilities. Students who are economically disadvantaged have a unique set of needs that also affect their educational and career opportunities. Those influences usually result in low academic achievement, low self esteem, disciplinary problems and peer relationships (Project Based Education; Robert L. Web, 2000)
We want to know if economically disadvantaged students should be offered the opportunity to enroll in school-to-work programs. We also want to know if these students would benefit from consistent career education and planning.
Hypothesis
Does career education have an impact on the at-risk population, specifically those students who are economically disadvantaged? Jackson states that integrated instruction with programs emphasizing professional aspects and prospects aid in motivating at-risk students. Students who are challenged with meaningful activities such as exploring real-world issues and relating them to culture, knowledge and experience are more likely to succeed in school and pursue higher education or skilled labor occupations. Findings also cite intellectual gains from career planning due to the following factors; at-risk students are motivated by the deviation from routine, classroom based instruction, increased problem solving abilities and increased student achievement through volunteer work. (Hedin, 1989) As a result of this information, we feel that formal career education and planning will help economically disadvantaged students complete high school and be prepared for higher education or skilled labor occupations.
Significance
At-risk students are usually those who are not experiencing success in school. They are usually low academic achievers exhibiting low self-esteem. Some have disciplinary or behavior difficulties and their peer relationships are problematic. As they fall behind their peers due to their experiences with failure, school becomes a pessimistic environment that reinforces their negative conception of themselves and their future. (Pokalow, V., Lives on the Edge)
The Ysleta mission statement is “All students who enroll in our schools will graduate fluently bilingual in two or more languages, prepared and inspired to continue their education at a four year college, university or institution of higher learning so that they may become successful members in their communities.” The challenge in this statement is convincing all stakeholders in this process that the higher education is a reality for all our students. However, the students who are subjects in this study may not have the chance to continue their education immediately upon graduation from high school and are the focus of this research project.
Beginning in the 2004-05 academic school year, all eighth grade students in the Ysleta district are required to take Career Investigation. Prior to this educational shift, students were not exposed to information about career education at this level. Because students did not have this information, they were not adequately prepared for the rigorous course requirements for high school that would lead to graduation, higher education or the work world. While students did have the opportunity to assess their career needs, they did not have the chance to pursue their career interests or develop a plan for graduation that would assist them in graduating with a strong college preparatory foundation, or with necessary skills and training to secure employment.
Previous to this year, economically disadvantaged students embarked on their high school education without an appropriate pathway to follow in order to achieve their career or academic goals. With the inclusion of Career Investigation in the eighth grade year, students will have the opportunity to examine their interests, abilities and skills and acquire the knowledge necessary to make informed choices about their future. Career Investigation addresses student interests, needs, abilities and skills, while providing them with the opportunity to examine the career that interests them. This guided discovery into the work world helps students chart the course of their future by requiring each student to develop a plan for high school graduation. (Texas Essential Knowledge and Skills, Chapter 127.2f)
The study group for this proposal will be tracked through their high school years to determine if their career educational planning has helped them to stay in school, graduate and make informed decisions about their future career.
Major Variables
Method
All students enrolled in Career Investigation at Rio Bravo Middle School who continue their education at Ysleta High School will participate in the study. However, only those students in our sample population will have their progress tracked. Students and parents will be given a letter of informed consent upon registration for eighth grade. The letter of consent will inform parents and students of this four year study. Participation beyond the eighth grade will be voluntary. A student may withdraw from the study by submitting a written letter requesting such signed by both the student and the parent. The instruments used to assess the students at inception will be the Career Occupational Preference System (COPS) and Career Ability Placement Survey (CAPS), The COIN program and the Career Targets Interest Survey. At the high school level, age appropriate assessments will be devised and given to students as they progress through their education. High school students will be given these assessments prior to registration for the following academic year. Results will be compared to the previous survey, course credits will be noted and appropriate course changes will be made at that time.
Procedure
The initial assessment for students will take place in October of the eighth grade year with students taking the COPS and CAPS Career Interest Survey. These assessment tools have a two-pronged approach of identifying student interests and abilities. The first assessment given to students is the COPS test, which surveys student interests (EdITS, San Diego, CA., copyright 1995, Educational Research and Services). This survey asks students to rate their interest level in various work related tasks. Students rate their interests by indicating whether they are Very Interested, Somewhat Interested, Little Interest, or No Interest. These opinions are given point values of 3, 2, 1 and 0 respectively. Students then tally their interests and score them to determine which career cluster is of most interest to them. The second assessment tool is the CAPS, which is a battery of timed tests that assesses student’s skills and abilities in eight areas. (CAPS Copyright 1976, EdITS, San Diego, CA) These areas are, Mechanical Reasoning, Spatial Relations, Verbal Reasoning, Numerical Ability, Language Usage, Word Knowledge, Perceptual Speed and Accuracy and Manual Speed and Dexterity. These assessments are important because not only do they measure student ability and interest, but they also help to identify strengths and weaknesses in academic areas, therefore, allowing individual student needs to be addressed and met. Following this initial assessment, students will have the opportunity to explore the career options identified in their interest areas. The results of this test are scored by the counselor, returned to the student and then kept in the student Cumulative Folder and forwarded to the high school.
In January of the eighth grade year, students will take the second interest assessment survey found within the COIN program. Students are asked 41 questions and are to rate them on a sliding scale of neither agree or disagree. Upon completion of this survey, students are directed to occupations that fall within the student interest area. Students then choose three occupations that interest them. Within the COIN program are many of the occupations found in each career cluster. Students can review their area of interest to find information such as qualifications, education, salary and other meaningful career information. The important aspect of this program, however, is the correlation of the chosen field and the recommended courses students should take to achieve employment in this area. The COIN program also provides a list of most of the colleges, universities and technical schools in the country, and provides students with a template to make inquiries to their chosen academic institution. This program also provides students with a template so they can make inquiries of the college or university of their choice.