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Project NAVIT

Project NAVIT. A Study of Six Northern Arizona Vocational Institute of Technology (NAVIT) Pt. 1. Presented by Investigator: Jesus F Valdez for AED 615. The 411. Information on NAVIT Elfrida, AZ Why NAVIT. Chapter 1.

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Project NAVIT

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  1. Project NAVIT A Study of Six Northern Arizona Vocational Institute of Technology (NAVIT) Pt. 1 Presented by Investigator: Jesus F Valdez for AED 615

  2. The 411 • Information on NAVIT • Elfrida, AZ • Why NAVIT

  3. Chapter 1 • Northern Arizona Vocational Institute of Technology (NAVIT) is a Joint vocational district that partners with Northland Pioneer College and surrounding school districts to provide career and technical education (CTE), formerly known as vocational education, programs to students in eleventh and twelfth grade from high schools without them. • NAVIT began in 2000 with students from the high schools coming to the college locations to take vocational classes. The students receive both high school and college credit for the classes they successfully complete.

  4. Chapter 1 • Need for the study/project • The Arizona Department of Education (ADE) and the Legislators have been watching to see if this inventive education style will provide superior skills for required to illustrate that students who received training through NAVIT are using those skills in the work force and are in careers that offer above average starting salaries.

  5. Chapter 1 • Purpose statement - The main purpose of the study is to compare the starting salaries of students who complete a CTE program that is partnered with a community college with the starting salaries of students who do not attend a partner-oriented CTE program with the starting salaries of students who are in the college bound track.

  6. Chapter 1 • Limitations • The amount of time to work on the project. • Not being able to find the proper literature to back up questions. • Assumptions • The researcher assumed that students who participate in CTE programs would continue their education to further their knowledge and make more money. • It was assumed that CTE students would be better rounded when entering the work force.

  7. Chapter 1 • Definition of Terms • Northern Arizona Vocational Institute of Technology (NAVIT): is a JTED in Arizona. • Joint Technological Educational Districts (JTED): Laws 1990, Chapter 248, Section 1 allowed school districts to form to improve vocational education offerings and serve students more cost-efficiently.  • Career and Technical Education (CTE): prepares both youth and adults for a wide range of careers.

  8. Chapter 2 • How does Career and Technical Education (CTE) work on both the national and Arizona levels? • How does a Joint Technological Education District (JTED) work? - House Bill 2700 (NAVIT = JTED) • How effective are these programs? • How does CTE fit into the big picture of education on the national level?

  9. Chapter 2 • How does CTE work on both national and Arizona levels? • The national CTE, which is Association for Career and Technical Education ACTE, provides leadership in developing an educated, prepared, and competitive workforce. • ACTE is set up to assist state CTE educators. • How does a JTED work? • NAVIT partners with Northland Pioneer College to provide vocational education classes. • Each student that attends the classes earns money for both the member school district and the JTED. • House Bill 2700 • Budget for the Dept of Ed

  10. Chapter 2 • How effective are these programs? • CTE has reduced the dropout rate in schools. • JTED effectiveness has not been proven, hence the need for this study. • How does CTE fit into the big picture of education? • Science credit • CTE standards • Academic standards • Crosswalks

  11. Chapter 3 • The type of research to be conducted through this project is descriptive statistics, set up through The University of Arizona and Northern Arizona Vocational Institute of Technology (NAVIT). • The investigators received data from NAVIT on the eleven schools in their district; then split up the data between the two of them, so that one would have six schools and the other five, with data received the investigators imputed the data into SPSS; then converted SPSS into Excel to send back to NAVIT to review and send missing data. The first year, we will analysis: - Drop out rate • Enrollment first day and the enrollment on the last day of school - Grade Point Average (GPA) • Transcript printout for each student and a key for what each of the classes are - Academic attainment • 4-year plan status (or not)

  12. Chapter 3 • The population is a census of the NAVIT district (~1000 students). There are eleven schools in the district. • The reliability and validity are being addressed at a later time.

  13. References • Association for Career and Technical Education (2006). Frequently Asked Questions. Retrieved October 12, 2006, from http://www.acteonline.org/. • Association for Career and Technical Education. (2006). Who We Are. Retrieved October 12, 2006, from http://www.acteonline.org/. • Campbell, D. T. & Stanley, J. C. (1963). Experimental and Quasi-experimental designs for research. Reprinted from Handbook of Research on Teaching, by N.L. Gage, Ed., 1963, Rand McNally &Company • Northern Arizona Vocational Institute of Technology (2006) Home Page. Retrieved November 28, 2006,from http://www.navit.k12.az.us/. • Rasinski, K.A., & Pedlo, S. (1994). Using transcripts to study the effectiveness of vocational education. The Journal of Vocational Education Research. 19 (3) 23-45. • Strickland, D. C. & Elson, D. E., (1987). The effects of selected program effectiveness elements on student satisfaction in agricultural education programs. The Journal of the American Association of Teacher Educators in Agriculture, 28 (3), 43-48. • Little, J. W., Erbstein, N., & Walker, L., (1996). High school restructuring and vocational reforms: the question of “fit” in two schools. Berkley: National Center for Research in Vocational Education, University of California. ED 401-454. • Lozada, M., (1999). A winning reflection. Techniques: Making Education and Career Connections. No. 3, 18-21. • Maureer, M. J., (2001). Career and technical teacher education Programs. National Dissemination Center for Career & Technical Education “In Brief Fast Facts for Policy and Practice”, No. 14 • Westberry, L., (2001). One school … one step. Techniques: Connecting Education and Careers, No. 6, 28-31.

  14. To be continued……

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