Research suggests that more than half of high school graduates are not academically prepared for college, yet they do not have significant learning disabilities preventing them from succeeding in a traditional classroom setting. This timeless bestseller, now in its third edition and updated with new data, recommendations, and observations explores…

The Work Keys Reading for Information test was completed by 418 high school students in either applied or traditional English, math, and technology courses. Traditional students scored higher, but results might be influenced by use of intact groups, correlation between class mean achievement and class type, or self-selection bias. (SK)

Integrating academic and career tech curriculum is one of the primary objectives of the Carl Perkins Vocational Education Act (1998 reauthorization) and a guiding principle of the School to Work Opportunities Act. It has proven to be an invaluable approach to teaching, and educators across the nation have experienced firsthand how the application…

As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of…

An "interview" with John Dewey explores his view of educational assessment that measures both knowledge and its application as well as the impact of work and life experiences. His arguments for a unitary system that integrates vocational and academic curriculum are presented. (SK)

Views IQ test scores as measures of general intelligence that relate to the acquisition of knowledge in diverse settings. Discusses studies that support the assertion that IQ has an influence on a socially relevant outcome variable that is independent of its relationship to social status. (MMU)

To ensure that cooperative education is academically sound, a unique learning methodology has been developed. Students are required to express insights from the cooperative experience which illuminate, reinterpret, or extend classroom learning. (JOW)

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…

Analysis of National Education Longitudinal Survey data indicates that a balance between career-technical and academic course taking influences test scores and dropout. A ratio of approximately three career-technical credits to four academic credits was associated with the lowest likelihood of dropping out. (Contains 26 references.) (SK)

Argues that identity-sensitive education, focused on improving students' attitudes and beliefs about their own learning, is essential for academic success. Describes three models of identity-sensitive education: charismatic teacher, "together we'll make it," and "intellectual hothouse." Identifies common characteristics of…

In this study, the effects of several educational and non-educational indicators of competence on short-term labour market outcomes for university graduates are estimated. The research question is: to what extent do indications of specific and generic competence during the educational program predict labour market outcomes? Labour market outcomes…

Two hundred and six (206) first year college students from both structured and unstructured academic programs were administered Rotter's I.E. scale to measure the extent to which they see themselves as having control over their environments. Two reciprocal hypotheses were tested: (1) that the internally controlled student (who sees a relationship…

A study sought to determine the relationship between vocational course taking and academic achievement as measured by the 1990 National Assessment of Educational Progress (NAEP). Analysis of the data measured by the NAEP shows a consistent inverse relationship between vocational course taking and NAEP assessment scores. The relationship holds for…

Use of group IQs as predictors of grades and high school completion is re-evaluated. Correlations between IQ and grades were lower for vocational courses than for academic courses. It is suggested that the minimum IQ for the four year program is 80 and the minimum for the five year program 100. (Author)

Transcripts and a survey from college prep graduates of public high schools showed 46% did not graduate with academically competitive credentials. Of these students, 51% completed three years of math, 62% went no higher than biology, average Scholastic Aptitude Test scores were 754. They were more likely to attend community or technical college,…