Career and Technical Education: An Alternative Approach to Educating At-Risk Youth

Seminar in Applied Theory and Research I

By Nicole Morris

Midterm PresentationFall 2009 – 10.15.09

Table of Contents

Introduction

Statement of the Problem Review of Related Literature Statement of the Hypothesis

IntroductionShadowing the so-called “well adjusted” student are the youth falling victim to an extensive range of risk factors that make them a member of a growing population of diverse youth labeled “at-risk”. Their risk factors, be it low achievement, retention in grade, or behavior problems all bear the unique stamp of the individual that experiences expulsion, suspension, or other forms of rejection. (Poyrazli, Ferrer-Wreder, Meister, Forthun, Coastworth,& Grahame, 2008).

Their misbehavior, be it prankish or criminal, is challenging educators’ to question their professional skills and their ethics. Hence, the question remains, how will the educational system carry out the job of reaching the “kid” who has become so accustomed to being excluded?

Statement of the Problem

The purpose of this research is to conclude that an alternative educational integrated CTE program is more effective to re-engage the student who is at-risk.

Review of Related Literature

Identifying the "At Risk" Student: What is the concern?Nationally over 25% of the potential high school graduates drop out before graduation (Aron, 2006).

In some major cities the rate is 40%. Higher standards (Leone & Drakeford, 1999). In the public school have affected millions of minority and disadvantaged students who are "at-risk." Educational reform has changed the rules before the system has had a chance to accommodate an increasing number of students who are dropping out and becoming a “burden” to society. The identification of at-risk students and the development of programs to prevent their failure are necessary components of educational reform (Foley & Pang, 2006).

Review of Related Literature

What is the rationale for alternative education?

Alternative Education for at-risk youth provide a combination of intense, individualized academic instruction and behavior modification counseling in an alternative setting to assist students to achieve both personally and academically (Bennett, 2007).

For some students, the traditional academic setting and course names are a constant reminder of their educational shortcomings, failure and overall rejection that takes place year after year (D’Angelo & Zemanick 2009).

In an alternative academic setting, that transforms the school environment into one where mistakes are accepted and social problems are common and nurtured can re-engage the student who has given up on learning the essentials to be a proactive citizen to society (D’Angelo & Zemanick 2009).

Review of Related Literature

The Alternative for Students At-Risk: Why CTE?

There is a need for more pathways that help dropouts pursue an education (Sagor, 1999). Education policy cannot continue to believe all students will proceed through a traditional four years of high school followed directly by two to four years of college. 

Instead, communities and states need to be strategic in the way they carry out high school reform -- especially in low-income central cities with high concentrations of dropouts.  Such activity includes the creation of new school options that include alternative settings that incorporate the CTE component that provides both a high school diploma and postsecondary credentials to work in a trade such as, construction, carpentry and electrical (Alfeld, Hansen, Aragon & Stone, 2006).

Review of Related Literature

Alternative schools that incorporate CTE have been effective in engaging education through experiential learning and lead at-risk students to learn concepts, interpret and apply data to real world situations they can relate to their own lives (Alfeld, Hansen, Aragon & Stone, 2006).

CTE’s approach contextualizes learning, by providing at-risk students with opportunities to work and reflect over an extended period of time, emphasize self-reliance and flexibility, provide diverse ways of learning, deliver prompt feedback, and contain ongoing assessment (Bennet, 2007; Hughes-Hassell, 2008).

By engaging at-risk students with CTE, teachers serve as facilitators, allowing students to construct their own knowledge through applicable skills – where academic, behavioral and social results are evident.

Statement of the Hypothesis

This study intends to observe over a four month period, 17 over-aged and under-credited at-risk ninth graders, attending an alternative high school in Queens, NY, that uses the CTE theme of Construction Trades to re-engage the disaffected learner to want to academically achieve and stay in school.