Concluding Thoughts

In many respects, educational reforms that link secondary-to-postsecondary education in new and significant ways, such as tech prep and school-to-work, ask people to think differently. These reforms ask people to stop thinking that, for far too many students, formal education should stop at high school graduation; that only a fraction of the high school population can and should go to college; that this same small group of students is the only one that can and should be challenged academically; that liberal studies should be disconnected from career preparation; or that good teaching occurs only within the confines of schools. To stop thinking in such ways and start seeing all of education (secondary and postsecondary) with new eyes challenges our deepest beliefs about what "real school" is all about. Like historians Tyack and Cuban (1995), we believe that our nation must commit itself to improving education--not just "tinkering with reform." However, rather than emphasizing academic instruction solely, we believe improved approaches to education would benefit by being more integrated, through better connections between academic and vocational education as well as between secondary and postsecondary education. Only by recognizing the overwhelming challenges associated with making fundamental changes in education and then investing in systemic reforms can we create new educational approaches that yield meaningful results. By enhancing school-to-college transition, we can create valuable educational opportunities for all students. With so much invested already, we owe it to ourselves and the nation to make that commitment.

NATPL's Quality Indicators In the summer of 1998, the National Association of Tech Prep Leadership (NATPL) Board of Directors charged its research committee with conducting a review and synthesis of the existing indicators for quality tech prep programs (NATPL, 1999). An extensive review was conducted by the research committee of various evaluation plans and policies of local and state educational agencies, national tech prep organizations, and national research organizations. Results of these efforts yielded a set of indicators that has strong parallels to the six components of successful transition programs identified here. Furthermore, NATPL has conducted a crosswalk of the tech prep quality indicators and determined that, when implemented, these indicators provide most, if not all, of the information needed to meet the accountability requirements of tech prep programs operating under the Perkins Act of 1998 legislation. The new Perkins law identifies the four core indicators as skill proficiencies, secondary and postsecondary degrees and credentials, postsecondary education and employment, and non-traditional training and employment. Listed below are NATPL's recommended quality indicators for five integral components of a tech prep program: Accountability/Sustainability The tech prep program has identified benchmarks/objectives, outcomes, and definitions. These elements are developed, advanced, and evaluated by a functioning governance committee/council. The tech prep program is evaluated in relation to those objectives and outcomes on an annual basis. Evaluation of the program includes the collection of qualitative and quantitative information and data (e.g., completion rates, placement information, articulation data, student and business satisfaction). Program assessment is designed to measure and summarize student outcomes resulting from tech prep articulated programs of study. Mechanisms are in place to ensure institutional sustainability of the program. Student Opportunities All students are afforded the opportunity to participate in tech prep. Tech prep students are enrolled in a seamless program of study that begins preferably by grade 9 but at least by grade 11 and continues through at least two years of postsecondary education. The seamless program incorporates broad career clusters and rigorous academics. Tech prep students have a program of study (i.e., occupational specialty/interest area) which includes sustained academic and career counseling and encourages them to investigate non-traditional training and employment opportunities and workforce shortages. Tech prep students have the opportunity to be placed in a variety of paid and/or unpaid work-based learning experiences inside and/or outside the classroom or laboratory that match the program of study (i.e., student recruitment and placement services). Tech prep students possess the vocational, technical, and academic skills required to enter higher education remediation free and/or enter the employment market. Curriculum Curriculum contributing to the Tech Prep program is seamless from secondary through postsecondary and is developed and evaluated by educators; business, industry, and labor leaders; counselors; students; and parents. Local, state, and national academic and technical/occupational standards define the curriculum. All aspects of the industry are embedded into the curriculum. The curriculum incorporates career clusters and programs of study that embrace rigorous academic and technical competencies. The curriculum integrates contextual and performance-based learning and assessment. Instructional technology is a viable component of the Tech Prep program content and instruction. Multiple assessments of student performance are used including performance-based, project-based, and portfolio-based assessments. Articulation The Tech Prep program shows collaborative involvement with between secondary, postsecondary, and business representatives. Written articulated agreements are seamless between secondary and postsecondary institutions. Articulation is inclusive to academic and technical courses. Articulated competencies/skills are enhanced, not necessarily time-shortened. Professional Development The plans for technical and academic instructors/faculty professional development are aligned with the goals, objectives, and outcomes of the Tech Prep program. The technical and academic instructors/faculty involved with Tech Prep have coordinated planning time to work in teams. Counselors and administrators are also involved with Tech Prep teams. Secondary and postsecondary faculty and administration have training in instructional delivery, assessment, and all aspects of an industry to ensure that students meet high academic and employability standards (e.g., contextual and performance-based learning and assessment). Training for counselors is designed to improve and strengthen career guidance skills and to help them stay current with employment trends, needs, and expectations. Secondary and postsecondary faculty receive training in the use and application of technology. Training on the infusion of gender and multicultural concepts takes place on two levels: 1) the content within a course of study and the management of student learning within the classroom, and 2) the entire school building. Internships are established and maintained for technical and academic instructors/faculty with business, industry, and education. Internships include guidance personnel and administration. Business representatives have the opportunity to intern within the classroom/lab portion of the Tech Prep program. Training is provided in the use of multiple assessments of student performance, including performance-based, project-based, and portfolio-based assessment.