| 来源类型 | Report |
| 规范类型 | 报告 |
| Building paths to the middle class: Innovations in career and technical education | |
| Andrew P. Kelly; Kevin J. James; Daniel K. Lautzenheiser; KC Deane; Rooney Columbus | |
| 发表日期 | 2015-04-20 |
| 出版年 | 2015 |
| 语种 | 英语 |
| 摘要 | Key Points AEI’s Center on Higher Education Reform commissioned four case studies on high-quality occupational training programs at US schools—including one high school and several higher education institutions—that strive to equip students with marketable job skills and prepare them for the world of work. General takeaways include: Austin Polytechnical Academy—a high school that formerly received high praise for offering a manufacturing and engineering curriculum to a traditionally low-performing, urban student population—is a telling example of the successes and struggles of establishing, at the secondary education level, new pathways to college and careers. Several automotive manufacturers with major US plants have collaborated with community colleges to design and implement factory-specific training programs: Mercedes-Benz’s partnership with Shelton State Community College as well as Volkswagen’s partnership with Chattanooga State Community College place students on a clear pathway from college to employment at the partner’s factory, while the State University of New York–Canton and Subaru approach their partnership as a mutually beneficial opportunity to leverage shared resources while helping students gain valuable workplace skills. Stackable credentials are an emerging trend where colleges break up associate or bachelor’s degree programs into smaller, more discrete certificates that can build on each other to provide students with more efficient and flexible educational pathways leading to lucrative careers in local industries. In particular, Brazosport College, a community college in Texas, successfully employs a stackable credentialing model in two programs. The University of Cincinnati and Drexel University offer cooperative education programs that enable students to spend up to several semesters with employers in their field while enrolled in school. These programs potentially provide a more sustainable—and valuable—on-ramp to the workforce than a traditional summer internship. Foreword There is currently more focus than ever on the importance of earning a college degree. At the same time, many students and parents are dubious that America’s expensive, one-size-fits-all higher education system can adequately educate students for an ever more diverse and sophisticated world of work. But there are other educational options that are worth more sustained and serious attention. Technical programs provide many students with marketable job skills, often for far less time and money than four-year bachelor’s degrees. Even still, many policymakers are hesitant to endorse tracking students into occupational training programs, and parents tend to have higher aspirations for their children than technical training. In turn, it is unclear that students and parents are learning about these options at an early stage, or that consumers are generally aware of these programs’ likely return on investment. AEI’s Center on Higher Education Reform thus sought to highlight a diverse array of technical training options available to students today. How do students learn about these programs? What makes them work well and what challenges do they face? And how successful are their graduates? To answer these questions, we commissioned four case studies on high-quality occupational training programs that strive to prepare students for the workforce. In the first case study, Daniel K. Lautzenheiser profiles Chicago’s Austin Polytechnical Academy (APA), a high school providing a manufacturing and engineering curriculum to a traditionally low-performing, urban student population. APA offers a telling example of the successes and struggles that come with creating new pathways to college and careers at the secondary level. In the second case study, KC Deane explains how some US automotive manufacturers have collaborated with community colleges to design and implement factory-specific training programs. She highlights three partnerships that place students on a clear pathway to employment at the partner company’s factory while also giving students credentials that will serve them well throughout their career. In the third case study, Kevin J. James and Deane examine two well-regarded cooperative education programs at the University of Cincinnati and Drexel University in which students receive a bachelor’s degree. By offering students extended, paid, and professional experience in their field between traditional academic semesters, these programs potentially provide a more sustainable and valuable on-ramp to the workforce than the conventional summer internship or standalone undergraduate degree. In the final case study, Rooney Columbus, KC Deane, and I touch on the newly emerging phenomenon of stackable credentials: smaller, more discrete certificates that have standalone labor market value but also build on each other for students who want to pursue a full degree. We showcase two programs at Brazosport College in Texas that have the potential to provide students with more efficient and flexible long-term educational pathways that students can take advantage of throughout their careers. These case studies are examples of interesting attempts to align education with the demands of today’s labor market. But while they appear to have positive effects on those who take advantage of them, options like these are few and far between. Students often don’t know they exist, and even fewer students actually participate. Given these challenges, we hope these case studies not only aid researchers and policymakers but also help inform practitioners who might consider offering similar programs in the future. —Andrew P. Kelly Resident Scholar, Education Policy Studies Director, Center on Higher Education Reform AEI Read the full report. |
| 主题 | Economics of Education ; Higher Education |
| 标签 | Center on Higher Education Reform ; Community college ; Higher education |
| URL | https://www.aei.org/research-products/report/building-paths-to-the-middle-class-innovations-in-career-and-technical-education/ |
| 来源智库 | American Enterprise Institute (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/206106 |
| 推荐引用方式 GB/T 7714 | Andrew P. Kelly,Kevin J. James,Daniel K. Lautzenheiser,et al. Building paths to the middle class: Innovations in career and technical education. 2015. |
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| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| Building-Paths-to-th（706KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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