Describes a program in Virginia in which academics and career and technical education work together and the state's Standards of Learning are being integrated. (JOW)

Describes how many school districts are dealing with the problem of funding high school athletics and extracurricular activities in times of declining state and local budget revenues. Solutions involve program cuts, "pay for play" fees, fund raisers, and tax referenda. (PKP)

In the Integrated Curricular Experiential Model, a cooperative fieldwork component is integrated into academics at Queens College. One example is an anthropology course that helps students understand the United States through the eyes of other cultures and to apply issues and concepts about diversity in the fieldwork experience. (SK)

Describes Education for Employment, a Wisconsin concept that helps students see the relationship between what they are learning in school and making a living. It involves the infusion of the knowledge, attitudes, and skills needed for work into the whole educational experience. (JOW)

In a series of interviews, Rick Turner, Dean Smith, Jack and Barbara Nicklaus, and Orel Hershiser discuss their experiences in school athletics, the relationship between athletics and academic education, and the role of athletics in the process of learning about life. (BC)

At Woodland High School (California), Career Opportunity Paths in Education integrates academic education with a strong focus on career exploration and guidance. Six career paths or clusters of courses provide essential skills for immediate employment or post-high school education. (SK)

Argues that standardized academic programs are seldom effective with students in detention facilities who have a wide range of academic skills, leaning problems, cultural backgrounds, and languages. Recommends an individualized and self-paced method of instruction that has proven successful in meeting the needs of this diverse group of learners.…

Case Studies to Advance Skills and Employability is a project designed to introduce a vocational dimension into academic curriculum. Key employability skills are developed as students work on real-life case situations in such areas as public sculpture, waste management, human organizations, and environmental issues. (SK)

Historically, career-technical teachers have focused primarily on the development of technical knowledge and skills, leaving the core academics to the teachers of math, science, language arts and other disciplines. Teachers as a whole have tended to teach their subject matter in a vacuum, as separate areas to be addressed with a narrow focus. This…

Great Oaks Joint Vocational School (Ohio) devised an experimental model for instructional programs in dental assisting, chef's training, electronics, welding, and industrial maintenance. The vocational instructors provide occupational and job-readiness skills and subject-matter specialists provide related instruction in mathematics, science, and…

This report contains the profiles of state-sponsored extended learning initiatives in California, Illinois, Kentucky, Massachusetts, Minnesota, and Texas. They address the need to provide extra time and opportunity for students who have difficulty meeting today's standards, and for students who are meeting standards during the school day, but want…

Programing on the college level for academically disadvantaged students involves a holistic approach. Every teaching device that promises to help the student upgrade his/her communication skills, subject matter achievements, and personal and social adjustment skills is used. The University of Akron program is described. (Author/BEF)

BASICS: Bridging Vocational and Academic Skills is a resource package based on the premises that (1) academic skills are embedded in vocational tasks; (2) vocational tasks allow real-world application of basic skills; and (3) basic skills and vocational skills should be taught together. New Bern-Craven County Schools (North Carolina) have…

Discusses the synergies and possible contradictions between general education and mass higher education. Explores whether they are complementary ideas because mass higher education must inevitably be general, or opposed ideas because general education espouses generic, holistic approaches to learning while mass education endorses eclectic, even…

Career and technical education has always been able to change with the times. New technologies and new educational challenges have made such change necessary. Sometimes a school must reinvent itself and undergo a rebirth as part of that adaptation. That is what has happened at the former St. Louis Career Academy. In the 2004-05 school year, the…