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

1. Career and Technical Education: An Alternative Approach to Educating At-Risk Youth Seminar in Applied Theory and Research I By Nicole Morris Midterm Presentation Fall 2009 – 10.15.09

2. Table of Contents Introduction • Statement of the Problem • Review of Related Literature • Statement of the Hypothesis

3. Introduction Shadowing the so-called “well adjusted” high school student are the youth falling victim to an extensive range of risk factors that make them a member of a growing population of diverse teens 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?

4. Statement of the Problem High school students that exhibit at-risk behavior patterns are more likely to drop out of a traditional school setting. Alternative high school settings that include a Career and Technical Education (CTE) component are more effective to re-engage and graduate youth who are at-risk.

5. Review of Related Literature The Benefits of an 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, J. (2007).

6. Review of Related Literature Alternative Education for At-Risk Youth Pros An alternative academic setting transforms the school to nurture and re-engage the student who has given up on learning. D’Angelo, F., & Zemanick, R. (2009).

7. Review of Related Literature Setbacks: Why the Traditional Setting Doesn’t Work Pros 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. Foley, R., & Pang, L. (2006). Hughes-Hassell, S. (2008). Aron, L.Y. (2006, January ).

8. Review of Related Literature The CTE Approach Instructional Strategies Alternative schools that incorporate CTE have been effective in engaging education through experiential learning. Alfeld, C., Hansen, D., Aragon, S., & Stone, J. (2006). Leone, P. E., & Drakeford, W. (1999). CTE’s positive approach uses contextualized and work-based learning. Bennett, J. (2007).

9. Review of Related Literature The CTE Approach Theorists 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. Sagor, R. (1999). Education should include all members of society, not just the elite. Dewey, J. (1916)

10. Statement of the Hypothesis HR1: 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.