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ACKNOWLEDGMENTS
Like so many projects, this "little" paper turned into a much bigger project
than anyone could have anticipated. Many talented people contributed to the
effort, and I offer my deepest gratitude to them all. First and foremost, it
would have been impossible to conduct this research without the involvement of
twenty of NCRVE's thirty Urban Schools Network sites, especially the twenty
program directors who coordinated the data collection at each site. In
addition, nearly all of the nation's state-level Tech Prep coordinators
provided information about Tech Prep evaluations and outcomes assessments
occurring in their local consortia and states. Among my own staff, Debra
Daniels, Jim Layton, Paula Puckett, Christina O'Connell, William Reger, and Sue
Thomas made valuable contributions at various points along the way. Still
others affiliated with NCRVE deserve recognition for their support and
encouragement, especially Ruth Katz and Erica Nielsen Andrew. Both have
nurtured NCRVE's Urban Schools Network with dedication and enthusiasm. Finally,
many thanks go to my dear friend and collaborator, Carolyn Dornsife, whose
insights have contributed in immeasurable ways to my understanding the
complexities of educational reform.
Debra D. Bragg
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