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National Assessment of Vocational Education (U.S.)

Overview
Works: 43 works in 82 publications in 1 language and 7,346 library holdings
Genres: Periodicals  Conference papers and proceedings  Case studies 
Classifications: LC1045, 370.1130973
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Most widely held works about National Assessment of Vocational Education (U.S.)
 
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Most widely held works by National Assessment of Vocational Education (U.S.)
Final report to Congress by National Assessment of Vocational Education (U.S.)( Book )

5 editions published in 1994 in English and held by 608 WorldCat member libraries worldwide

Educational reform and vocational education( Book )

2 editions published in 1998 in English and held by 356 WorldCat member libraries worldwide

This document contains six studies that were commissioned for the National Assessment of Vocational Education. "Introduction" (Ann M. Milne) provides an overview of the reforms of the 1980s. "The Impact of Educational Reform on Vocational Education" (Marion Asche, Donald E. Elson, Ann Echols, Arthur Williams) examines primary strategies of reform and reform in vocational education (ve). "Contextual Learning: a Review and Synthesis" (Nancy Karweit) summarizes the cognitive science perspective, differentiates general and context-specific knowledge, and discusses cognitive apprenticeships and contextual learning. "Integrating Academic and Vocational Education: a Review of the Literature, 1987-1992" (Cathleen Stasz, Tessa Kaganoff, Rick Eden) considers the integration mandate and the current status, observed outcomes, and future directions of integration practice. State and district-level policies regarding secondary- and postsecondary-level ve are explored in "Integrating Academic and Vocational Education: Progress under the Carl Perkins Amendments of 1990" (W. Norton Grubb, Cathy Stasz). "A Literature Review for Tech Prep" (Gerald C. Hayward, Carolyn J. Dornsife, Debra D. Bragg, James L. Hoerner, Darrel A. Clowes) outlines tech prep's economic and educational context, essential features, and development and implementation. "Performance Standards and Measures" (Brian Stecher, Hilary Farris, Eric Hamilton) explains the process of implementing standards and measures of performance. Most papers contain substantial bibliographies. (Mn)
Final report( Book )

3 editions published in 1989 in English and held by 309 WorldCat member libraries worldwide

Descriptions and evaluations of the vocational education services delivered to special populations, the effects of the Carl D. Perkins Act of 1984 in modernizing the vocational education system, the impact of vocational education on academic skills and employment opportunities, and other topics as mandated by Congress in the Act (section 403[a])
Secondary vocational education : availability, coursetaking, and outcomes by Lana D Muraskin( Book )

2 editions published in 1993 in English and held by 240 WorldCat member libraries worldwide

This volume presents information on secondary vocational education compiled by the recently completed National Assessment of Vocational Education. Chapter 1 provides information about regional, district, and school-level availability of vocational education and the institutions that provide it. It reports the following: availability differs by region, size, and urbanicity of district and among different types of institutions; instructional options are most available in larger districts and in districts located in suburban areas; and students with access to area schools probably have a greater opportunity to enroll in occupationally specific courses. Chapter 2 is an extended exploration of coursetaking patterns in academic and vocational education from the high school classes of 1969-1987. The following trends are noted: a gradual and then steep increase in total credits throughout the period, a decline in academic and an increase in vocational coursetaking in the 1970s, and a resurgence of academic coursetaking in the 1980s accompanied by a slight decline in vocational coursetaking. Chapter 3 examines two sets of outcomes of vocational education--mathematics achievement and early labor market experience. Findings show the following: mathematics enrollments increased dramatically, mathematics skills can be learned outside of traditional mathematics courses, and about 38 percent of all occupationally specific vocational courses were used in skilled jobs 1 month after graduation. Contains 71 tables and 13 references. (YLB)
Handicapped and disadvantaged students : access to quality vocational education by Becky Jon Hayward( Book )

4 editions published in 1989 in English and held by 218 WorldCat member libraries worldwide

Update : a progress report on the National Assessment of Vocational Education( )

in English and held by 166 WorldCat member libraries worldwide

Interim report to Congress( Book )

1 edition published in 1994 in English and held by 153 WorldCat member libraries worldwide

Executive summary of the interim report to Congress by National Assessment of Vocational Education (U.S.)( Book )

1 edition published in 1994 in English and held by 136 WorldCat member libraries worldwide

Linking measures of quality and success at community colleges to individual goals and customer needs : [NAVE design papers] by Stuart A Rosenfeld( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

Two-year institutions of higher education have, in many ways, been anomalies in America's educational enterprise. Vocational education studies and assessments completed in 1981, 1989, and 1994 have all treated postsecondary vocational education primarily as more advanced versions of secondary programs and minimized the differences. Compared to secondary vocational education programs, community colleges do the following: (1) serve a much broader range of student populations; (2) have a different relationship to their local economies and thus different customers and missions; (3) operate in a different competitive environment; (4) serve different customers; (5) exhibit greater variations among states and within states than do high schools; and (6) are freer to respond to changing economies and labor markets. Also, community college programs, curricula, and enrollments are driven by different forces. The upcoming National Assessment of Vocational Education presents an a opportunity to better understand the current nature of the community college enterprise by studying the following: (1) individuals' goals and expectations and the ways they use the system; (2) colleges' decisions concerning missions, alliances, and investments and businesses' use of and linkages to colleges; (3) the impacts of colleges on regional labor markets and economies and the effects of labor markets and economies on students; and (4) innovators and catalysts for innovation. (Ylb)
Edging toward effectiveness : examining postsecondary occupational education : [NAVE design papers] by W. Norton Grubb( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

This paper suggests a variety of topics for the National Assessment of Vocational Education (nave) to support as it reviews progress under the Carl D. Perkins Vocational Technical Education Act 1998 (Perkins iii). Section 1 covers the task most closely related to the legislation itself, which is to examine how community colleges and other postsecondary institutions have responded to the key requirements of Perkins iii. The requirements are: development of accountability measures; incorporation of academic competencies into postsecondary occupational education (psoe) and the integration of academic and occupational education; tech prep efforts to link high schools and community colleges; allocation of federal funds; and types of institutions providing psoe. Section 2 addresses five criteria to judge the effectiveness of psoe programs, each of which serves as a starting point for at least two kinds of research: determining what conventional or modal practices in psoe are and identifying promising practices for others to emulate. The criteria are labor market information and connections; curriculum and pedagogy; support services; connections to other programs; and data and improvement. Section 3 examines four issues beyond Perkins iii: meaning of completion; "new fluidity" in postsecondary education; limited success of federal legislation; and the role the federal government should perform. (Ylb)
What can we learn about postsecondary vocational education from existing data? : [NAVE design papers] by Thomas R Bailey( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

This paper outlines an agenda for research on postsecondary vocational education that can be carried out with existing data. A particular interest is encouraging research that can provide insight into the effects of the Carl D. Perkins Vocational and Technical Education Act 1998 (the Act). The paper begins with a brief review of relevant sections of the Act, especially those that increase accountability and provide states with more flexibility to use these federal funds. Next, the changing pathways through postsecondary education are discussed. Five points on the traditional educational pathway are addressed: access, transfer, dropout or stop-out, degree attainment, and work status. A brief discussion of the success of nontraditional pathways follows. A set of six projects to be undertaken by the National Assessment of Vocational Education are proposed; most can be done as stand-alone projects, but some would benefit from coordination. They are entitled: (1) Mapping Emerging Pathways in Higher Education; (2) Economic Returns to Community College Education; (3) Review of State Accountability Policy; (4) Analysis Based on State Unemployment Insurance Data; (5) Noncredit and Customized Training; and (6) Responsiveness of Community Colleges to Local Labor Market Needs. (Ylb)
Targeted in-depth assessment of promising practices in secondary vocational education : what can NAVE do? : [NAVE design papers] by David Stern( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

A proposed strategy for the National Assessment of Vocational Education (nave) uses school-wide data to identify secondary schools where students' academic achievement has been improving at a relatively fast rate and those where it has not. Schools with the most involvement in vocational education can be selected from the two groups. These two sets of schools can then be compared in depth to describe how vocational education is being used. The in-depth study can supplement measures of academic achievement with other measures of student attainment. Results would answer whether secondary schools where student academic achievement is improving at a relatively rapid rate organize and deliver vocational education differently than do schools where student achievement is not improving as fast and whether they have higher levels of student attainment in work-related knowledge and skill. Possible sources of data for identifying schools are accountability systems developed in various states to monitor school improvement and networks. On-site observations and interviews would describe how vocational education fits into the school's curriculum and organization and document teaching methods in vocational and non-vocational courses. This qualitative information would be used to learn what may be distinctive about vocational education in schools where achievement is increasing at a rapid rate. Quantitative data can be used to estimate how changes in student achievement are related to prior changes in school practices. (Ylb)
Assessing the quality of vocational education in high schools : [NAVE design papers] by Cathleen Stasz( Book )

1 edition published in 1999 in English and held by 85 WorldCat member libraries worldwide

The Carl D. Perkins Vocational and Technical Education Act (Perkins iii) directs state and local education providers to improve vocational and technical education programs. Most of these improvements are aimed directly at changing what teachers do and what and how students learn. The National Assessment of Vocational Education (nave) is charged with evaluating the impact of Perkins iii and making a report to Congress by July 2002. Of chief interest to Congress is how these recommendations for program improvement are realized in high schools and how they affect what goes on in classrooms. This paper, written to inform nave, argues that to understand the quality and effects of curricular and teaching changes undertaken in response to Perkins iii, the evaluation must focus on teachers and classrooms. This paper has three goals: (1) to examine the principal themes and issues related to assessing quality vocational education (with an emphasis on teachers and teaching); (2) to lay out a research plan to assess quality practice; and (3) to discuss the conceptual, methodological, and practical challenges to conducting the research. (Ylb)
National Assessment of Vocational Education : second interim report to Congress( Book )

4 editions published between 1988 and 1990 in English and held by 81 WorldCat member libraries worldwide

The National Assessment of Vocational Education : "what it says and what it should say" : a symposium( Book )

1 edition published in 1991 in English and held by 7 WorldCat member libraries worldwide

Earning, learning, and choice : career and technical education works for students and employers : report of the NAVE Independent Advisory Panel by National Assessment of Vocational Education (U.S.)( Book )

2 editions published in 2004 in English and held by 3 WorldCat member libraries worldwide

Efforts to improve the quality of vocational education in secondary schools : impact of federal and state policies by Cathleen Stasz( Book )

2 editions published in 2004 in English and held by 2 WorldCat member libraries worldwide

How have the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (Perkins III) affected the state of U.S. secondary education? Congress mandated a National Assessment of Vocational Education to determine just that. This report is part of that assessment. Using a case study sample from seven states and a national teacher survey, the authors analyzed the results to determine the impact of Perkins III in fulfilling the overall goal of improving vocational education. Given the time constraint (four years is not enough time for full implementation) and selected sample of states in the study, the authors conclude that Perkins III is having some positive affect but only within the framework of the greater influence of the individual states' general-education policies
National Assessment of Vocational Education : study plan by National Assessment of Vocational Education (U.S.)( Book )

1 edition published in 1986 in English and held by 1 WorldCat member library worldwide

National assessment of vocational education : interim report to congress : executive summary by National Assessment of Vocational Education (U.S.)( Book )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

Analyses completed prior to November 2001 provided a context for examining vocational education (ve) and a description of participation at secondary and postsecondary levels, a logical first step in evaluating VE's status and effectiveness. They were a small, but significant part of a comprehensive research agenda being conducted under the National Assessment of Vocational Education (nave). Four key themes emerged. First, current education, labor market, and policy trends were likely to broaden the debate on the reauthorization of the Carl D. Perkins Vocational and Technical Education Act of 1998. Among the trends are the following: high schools increasingly emphasize academic reform and college preparation; good jobs require at least some postsecondary education; and Perkins is still the largest single source of Department of Education funds spent on high schools. Second, federal vocational policy attempted to achieve multiple goals and objectives. Third, secondary ve remained a large component of the high school curriculum, but the full effects of academic reform were not yet evident. For instance, vocational participation rates have been relatively stable; many types of students are involved in ve, including special populations; participants in ve have increased their academic course taking, but important gaps remain between them and other students; and students take more vocational than math or science courses. Fourth, postsecondary ve served a diverse set of students, many of whom would not complete the course work needed to fulfill their objectives. (Contains 56 references.) (Ylb)
Educational outcomes of occupational postsecondary students by Thomas Bailey( )

1 edition published in 2004 in English and held by 0 WorldCat member libraries worldwide

 
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Alternative Names

controlled identityUnited States. Department of Education

controlled identityUnited States. Office of Educational Research and Improvement. Office of Research

NAVE

United States. Department of Education. National Assessment of Vocational Education

United States. National Assessment of Vocational Education

United States. Office of Educational Research and Improvement. Office of Research. National Assessment of Vocational Education

Languages
English (59)