What Do Programs of Study Look Like? Mandated and Supporting Components of CTE POS Observed in a Mixed-methods Longitudinal Study
This paper describes how two school districts have interpreted and implemented Programs of Study (POS) as mandated by the Perkins IV legislation. The districts are part of a four-year longitudinal mixed-methods study examining the effects of POS on academic and technical achievement for students who entered ninth grade in 2008-2009. The study uses both experimental and quasi-experimental research designs and includes a qualitative component intended to generate rich descriptions of study schools’ implementation of POS. Here we synthesize our qualitative findings—derived from site visits made during 2008-2009 and 2009- 2010—related to the four mandated components of POS in addition to 10 supporting components identified by the Office of Vocational and Adult Education. We offer tentative conclusions about POS as they are being implemented in these districts.
Sundell, K., Castellano, M., Overman, L., & Aliaga, O. (2011, November). What do programs of study look like? Mandated and supporting components of CTE POS observed in a mixed-methods longitudinal study. Presentation made at the annual meeting of the Association for Career and Technical Education Research, St. Louis, MO.