Two primary research questions guided this investigation: (1) How has each site implemented educational restructuring initiatives? and (2) How does vocational education fit into those restructuring efforts? To answer these questions, respondents were required to address, in a chronological format, the processes that each partner-site undertook to successfully implement restructuring initiatives. In addition, four secondary questions were identified in order to collect more specific information about each of the partner-sites. Those questions were (1) What are the core elements and processes of program development and transformation that produce innovative and promising practices for diverse populations of students? (2) What are the organizational mechanisms, policies, and practices that result in valuable education and employment outcomes for diverse populations of students? (3) What relationships exist among school resources, activities, stakeholders, and expected student outcomes? and (4) What works in effective comprehensive urban schools that have included vocational education in systemic restructuring efforts to successfully serve diverse populations of students? In other words, what was done (the interventions applied), to whom (urban high schools serving diverse populations of students with varying and multiple needs), and with what effects (the educational and employment outcomes attained by those students)?
In regard to the first research question--how has each site implemented educational restructuring initiatives--a number of initial conclusions can be drawn from the case studies of the four partner-sites. The most salient conclusions, briefly discussed below, are that (1) successful restructuring takes time, (2) successful restructuring takes teamwork, (3) successful restructuring occurs from both internal and external pressure and motives, and (4) successful restructuring is an ongoing process.
Successful restructuring efforts appear to take time to develop, implement, and evaluate. On average, it takes teams of teachers at each of the partner-sites approximately three years to plan and develop restructuring activities before they are initiated on a wide scale. In addition, once these efforts and activities are initiated, it takes more time to address and grapple with unforeseen barriers that arise post-implementation. Without adequate time built into the school day, it does not appear that teachers will be able to successfully manage or participate in the development and implementation of restructuring efforts.
Based on the case studies of the four partner-sites, it appears that teamwork is a critical element in most successful restructuring initiatives. The partner-sites that have been the most successful at implementing and evaluating restructuring efforts have been those that have worked at developing teams within the school that extend beyond traditional departmental or administrative-teacher divisions. In addition, the partner-sites that have been the most successful at implementing restructuring efforts make connections with individuals outside of the school yard such as parents and representatives from the community, including business and civic leaders. Without each of these constituency groups working in concert with one another, the orchestration required to successfully implement educational restructuring initiatives will be difficult to achieve.
The case studies of the four partner-sites provide clear examples of school district administrators and individual school building faculty working together to successful restructure comprehensive high schools to better serve diverse student populations. In each of the case studies, it is difficult to determine whether the restructuring activities initiated with building-level faculty or administration or with district-level administration. We believe this is a positive example of shared governance requiring both school-level and district-level personnel to refine their roles and responsibilities.
It is our opinion that successful restructuring efforts require support from both the building faculty and administration as well as the district administration. If restructuring activities come solely to the school from the district in a traditional top-down approach to school governance, it is likely that faculty at the school building will not completely support or buy into the efforts. Similarly, restructuring efforts that are completely generated at the building level without district-level support may also fail.
Restructuring activities, once undertaken, appear never to end. Faculty from each of the partner-sites echoed this revelation during our site visits. They realized that restructuring is never finalized and that, once a particular initiative is developed and implemented, it must be formatively assessed and altered to better meet the needs of students and to address previously discussed unforeseen barriers that inevitably arise. If this finding is generalizable, then every school should be embarking on a new restructuring task or tasks every year. The transient nature of our society and the rapidity of technological and cultural change may force schools to reinvent themselves on an annual basis. If this phenomena occurs, schools will have to possess the knowledge of how to change in a fraction of the time it currently takes educational systems to alter their form and function.
In regard to the second research question--how does vocational education fit into those restructuring efforts?--investigations at each site provided answers. At Bryan, restructuring began with the infusion of Perkins funding and the subsequent improvement of vocational education programs and development of integrated courses. Efforts continued with a major project intended to better prepare students for careers, a project that played the lead role in restructuring activities. At the Humboldt site, restructuring activities were built around Tech Prep and the International Studies and Careers programs. These efforts led to partnerships with area business and industry, higher education institutions, and other public school programs. At the Mayfield site, restructuring was based on the development of Tech Prep programs funded by the Perkins Act. Later efforts focused on school-to-work-related activities and the development of an academy for students in business careers. Finally, restructuring at the West Charlotte site was centered around the Tech Prep program, the integration of academic and vocational courses, and the implementation of a career planning portfolio program for all students.