Assessing the Quality of Career Technical Education Programs: Defining Indicators of Success by Angel Kern

Stakeholders

angelkern — 2014-11-02 23:51:21 UTC

Perkins Indicators

angelkern — 2014-11-02 23:53:30 UTC

angelkern — 2014-11-03 00:20:18 UTC

CTE indicators of success are lacking as reported by the NACTE Interim Report (U.S. Department of Education, 2013). Perkins (2006) indicators do not adequately reflect the success or failure of CTE. There is a demonstrated need for indicators of quality or successful CTE programs.

More longitudinal data must be tracked over a longer period of time to determine if CTE is actually good at preparing students for specific jobs and whether students actually remain in the industry they trained for.

Angel

angelkern — 2014-11-03 00:46:25 UTC

DATA COLLECTION IDEAS:

Collecting qualitative data concerning how well Perkins (2006) indicators address the success of CTE is best completed through a survey of key stakeholders. Defining the propensity of a stakeholder group to align with certain indicators may help quantify a particular group’s perspective. A five point Likert scale is employed to address the indicator relevance to CTE success. Surveymonkey.com is an online survey tool that provides researchers the ability to quickly build and analyze survey results. The surveymonkey.com instrument for this project is found in appendix B. Respondents are asked to select the stakeholder category that most closely aligns to their relationship with CTE. Respondents are also asked to describe additional indicators of success that they feel are important to CTE. A Secondary goal of this project is to develop a list of CTE success indictors above and beyond the Perkins (2006) core indicators.

Program Logic Model

angelkern — 2014-11-03 00:53:05 UTC

The program logic model (Appendix A) represents the best framework for involving stakeholders and considering the inputs or activities of the stakeholders in achieving diverse and varied outcomes which ultimately will have an impact on education and society. There are many varied and competing perspectives in CTE making for a very complex and seemingly impossible task of quantifying priorities, objectives and outcomes. The logic model seems to be capable of visually simplifying a series of complex relationships, actions and purposes.

The first step in this project will be defining the inputs that are critical to the principal goals. Preliminary inputs would include the stakeholders of CTE education: the students, teachers, administrators, parents, support staff, sending schools, the community and employers. Both state and federal government are stakeholders in CTE and have coordinated laws and legislation that guide the funding and operation of CTE. The Pell Institute (2014) suggests that assembling a dynamic team of stakeholders is crucial to the success of a project. While a preliminary logic model is defined in Appendix A, it is critical that the stakeholders build the logic model as a team (Beltram, 2011, p. 10). The team must agree, through the development of a logic model, what impact CTE should have and what outcomes constitute success.

Appendix A: Program Logic Model

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The Million $ Question

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1. How well do current indicators address the success CTE?

1S1: Academic Attainment – Reading / Language Arts 1S2: Academic Attainment – Mathematics 2S1: Technical Skill Attainment 3S1: Secondary School Completion 4S1: Student Graduation Rates 5S1: Secondary Placement 6S1: Nontraditional Participation 6S2: Nontraditional Completion 2. Do stakeholder groups align with or prefer a certain type of indicator?

3. What indicators of success are not addressed in Perkins (2006) list?

angelkern — 2014-11-06 01:54:12 UTC

Richard Leverich

rwl37 — 2014-11-06 17:10:11 UTC

I looked at your Padlet...I do like the graphic...I did not do that!

I think I had far less data commenting on the Logic Model. As we

discussed before...is the Logic Model for the program as it is

supposed to be, or as we observed it? I think your indicators of

success are measurable in a umber of way...