Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Judith Stein
Committee Member
Karen B. Kamin
Committee Member
Ronald P. Kern
Keywords
"Generate list of alphabetized keywords, removing all formatting, comma-separate and decapitalize non proper nouns" Articulation (Education), Alignment (Education), Tech Prep, Technical Education This applied dissertation was designed to provide Florida college educators with a standardized process for determining credit portability for Florida high school career and technical graduates to career programs of Florida’s 28 community and state colleges. This study focused on the process of local articulation development and the analysis of assessment methods employed to determine college credit for career pathways (formerly Tech Prep) within the Florida colleges and the local school districts. This study employed a survey and document analysis. Study participants were key college administrators involved in the career pathways articulation process, including the articulation officer, student advising administrator, chief academic officer, college registrar, and the career and technical education (CTE) administrator, representing 27 of the 28 Florida colleges. These individuals completed the anonymous survey instrument and provided a copy of their college’s current local high school-to-college articulation agreements for content analysis. The survey analysis utilized the process and product evaluations of Stufflebeam’s CIPP model, which provided qualitative and quantitative findings of the local high school to college articulation process. The content analysis utilized Kintzer’s articulation taxonomy, which determined the assessment methods employed by Florida colleges to determine the amount and type of college credit awarded. Archived student transfer data were examined and identified the need for increased state articulation-data tracking related to high school-to-college career and technical education transfer. An analysis of the data indicated that 61% of the colleges involved faculty at some level in the articulation process and 38% of the colleges included both high school and college CTE faculty in articulation development. These findings supported the recommendation for Florida educators to increase high school and college faculty involvement in CTE curriculum-alignment conversations by establishing a statewide High School to College Coordinating Council. Study findings revealed that 79% of the Florida colleges recognized high school CTE credit, but range of credit varied among the colleges with an average range of 3 to 20 college credits awarded. The analysis identified that 75% of the colleges implemented assessment criteria such as high school GPA requirement, earned industry certification, or college credit banking before high school credit was accepted. This finding supported the proposed comprehensive state plan for high school to college career pathways articulation. The proposed plan included such educational researcher supported elements needed for successful articulation partnerships as credit assessment mechanisms, high school and college faculty involvement, and clear connected curriculum alignment
Abstract
This applied dissertation was designed to provide Florida college educators with a standardized process for determining credit portability for Florida high school career and technical graduates to career programs of Florida’s 28 community and state colleges. This study focused on the process of local articulation development and the analysis of assessment methods employed to determine college credit for career pathways (formerly Tech Prep) within the Florida colleges and the local school districts.
This study employed a survey and document analysis. Study participants were key college administrators involved in the career pathways articulation process, including the articulation officer, student advising administrator, chief academic officer, college registrar, and the career and technical education (CTE) administrator, representing 27 of the 28 Florida colleges. These individuals completed the anonymous survey instrument and provided a copy of their college’s current local high school-to-college articulation agreements for content analysis. The survey analysis utilized the process and product evaluations of Stufflebeam’s CIPP model, which provided qualitative and quantitative findings of the local high school to college articulation process. The content analysis utilized Kintzer’s articulation taxonomy, which determined the assessment methods employed by Florida colleges to determine the amount and type of college credit awarded. Archived student transfer data were examined and identified the need for increased state articulation-data tracking related to high school-to-college career and technical education transfer.
An analysis of the data indicated that 61% of the colleges involved faculty at some level in the articulation process and 38% of the colleges included both high school and college CTE faculty in articulation development. These findings supported the recommendation for Florida educators to increase high school and college faculty involvement in CTE curriculum-alignment conversations by establishing a statewide High School to College Coordinating Council. Study findings revealed that 79% of the Florida colleges recognized high school CTE credit, but range of credit varied among the colleges with an average range of 3 to 20 college credits awarded. The analysis identified that 75% of the colleges implemented assessment criteria such as high school GPA requirement, earned industry certification, or college credit banking before high school credit was accepted. This finding supported the proposed comprehensive state plan for high school to college career pathways articulation. The proposed plan included such educational researchersupported elements needed for successful articulation partnerships as credit assessment mechanisms, high school and college faculty involvement, and clear connected curriculum alignment.