The Role of School Culture in Improving Student Achievement in POS
Rigorous Tests of Student Outcomes in CTE Programs of Study, a
longitudinal study, was designed to estimate the impact of POS on
high school students’ academic and technical achievement outcomes
through the completion of high school. For the past four years,
NRCCTE researchers have followed two cohorts of students from the
Class of 2012 in two large, urban school districts that offer
POS. Each year, student outcome data are collected and site
visits are conducted at treatment and control or comparison
schools; the researchers observe academic and CTE classes and
interview students, teachers, counselors and administrators in
order to get a better sense of the experiences of students
attending POS compared to students not attending POS.
This article describes the districts and schools participating in
the study and summarizes what the researchers have learned about
how district and school policies, practices, and cultures support
the implementation of POS and promote student success in
preparing for life after high school. At this point, findings
indicate that POS offer students rigorous, engaging instruction
in academic and technical content areas. This is combined with
opportunities to apply their knowledge and skills to the solution
of real-world problems, earn college credits, familiarize
themselves with careers, and connect with local businesses and
community partners. No less importantly, POS appear to be
strengthened by school cultures, organizational structures, and
instructional practices that emphasize academic and technical
achievement, high expectations and preparation for life after
high school.
Sundell, K., Castellano, M., Overman, L., & Aliaga, O. A. (2012). The role of school culture in improving student achievement in POS. Techniques, 87(1), 28-31.