Career and Technical Education: An
Alternative Approach to Educating AtRisk Youth
Seminar in Applied
Theory and Research I
By
Nicole Morris
Final Presentation
Fall 2009 – 12.10.09
Table of Contents
Introduction
 Statement of the Problem
 Review of Related Literature
 Statement of the Hypothesis
Method
 Participants (N)
 Instruments (s)
References
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, FerrerWreder, Meister, Forthun, Coastworth,& Grahame,
2008).
Statement of the
Problem
At-risk behavior patterns, 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 high school
student who has become so accustomed to academic
failure?
Review of Related Literature
The CTE Approach
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)
Review of Related Literature
The CTE Approach
Instructional Strategy #1
Alternative high schools that incorporate CTE programs
have been effective in engaging academic
understanding through Experiential Learning.
Alfeld, C., Hansen, D., Aragon, S., & Stone, J. (2006).
Leone, P. E., & Drakeford, W. (1999).
Review of Related Literature
Experiential Learning
Theorist: Carl Rogers
Academic understanding and learning takes place when the subject
matter is relevant to the personal interests of the student:

The student participates completely in the learning process and has
control over its nature and direction.

Understanding and learning is practical, social, and personal.

Students learn the method of self-evaluation to assess progress and
success.
Review of Related Literature
The CTE Approach
Instructional Strategy #2
CTE’s positive approach uses contextualized learning to
connect information to real-life understanding.
Bennett, J. (2007).
Review of Related Literature
Contextualized Learning
Theorist: Nancy Karweit
Contextualized Learning assists students to naturally seeks meaning in
context, in relation to the person's current environment, by
searching for relationships that make sense and appear useful:

Address basic academics like math and science in context to a career
such as construction or engineering.

Provides clear transitions from education to career pathways.
Review of Related Literature
The Benefits of an Alternative Education
Pros
Alternative education settings 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).
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 through:




Reduced class size
Instructional models that have a real-life approach
Access to social services
Use of technology
D’Angelo, F., & Zemanick, R. (2009).
Review of Related Literature
Setbacks: Why the Traditional Setting Doesn’t Work
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 ).
Review of Related Literature
When the Alternative Setting Doesn’t Work
Cons
Exchanges between the teacher, administrator and At-risk student
must remain positive, and an understanding of consequences for
inappropriate actions must be established. When rules are not
established for At-risk students:

Unpleasant or violent confrontations erupt.

Students become dis-engaged.

Students choose to leave or dropout of school.
Statement of the
Hypothesis
HR1: An alternative high school in
Queens, NY that includes Career and
Technical Education (CTE) programs are
more effective to re-engage academic
understanding of mathematics, over a 6
month period to 17 over-aged ninth
graders that exhibit at-risk behavior
patterns.
Method
Participants

Total population of 17 over-aged ninth grade boys and girls:



Racial breakdown of ninth grade students:



71% or 12 students are African-American
29% or 5 students are Latino
Socio-Economic status of ninth grade students:


65% or 11 students are boys
35% or 6 students are girls
Lower SES to include one homeless student
Public Transfer high school located in Queens, NY
Method
Instruments

Surveys, and questionnaires to parents/guardians, students
and teacher.

Consent forms to parents/guardians, students and teacher.

Math Assessments:




Learning portfolio of best work
Supplemental Math games, instruction and exams from Digital Tabula
Timed Math exams
Peer to Peer assessment
References
Alfeld, C., Hansen, D., Aragon, S., & Stone, J. (2006). Inside the black box: Exploring the value
added by career and technical student organizations to students' high school experience. Career and
Technical Education Research, 31(3), 121-55. Retrieved September 23, 2009, from Eric Education Full
Text database.
Aron, L.Y. (2006, January). An overview of alternative education. The Urban Institute. Retrieved September
17, 2009, from http://www.urban.org/UploadedPDF/411283_alternative_education.pdf
Bennett, J. (2007). Work-based learning and social Support: Relative influences on high school seniors'
occupational engagement orientations. Career and Technical Education Research, 32(3), 187-214.
Retrieved September 23, 2009, from Eric Education Full Text database.
Clayton, M., Sun Ho, P., Hudis, P. (2007). Designing a multidisciplinary integrated curriculum: A practical
manual. The California Center for College and Career. Retrieved September 17, 2009 from,
http://www.connectedcalifornia.org/downloads/Practical_Manual.pdf
Conner, E., & McKee, J. (2008). Drop-out challenges: Pathways to success. Principal Leadership
(High School Ed.), 9(3), 38-43. Retrieved September 23, 2009, from Eric Education Full Text database.
D'Angelo, F., & Zemanick, R. (2009). The twilight academy: An alternative education program that works.
Preventing School Failure, 53(4), 211-18. Retrieved September 23, 2009, from Eric Education Full Text
database.
Department of Education. (n.d.). Implementation work-based learning programs: A guide for coordinators.
Retrieved September 17, 2009 from http://schools.nyc.gov/NR/rdonlyres/BA9BFF18-054E-4DB0-94A7DCCD236D7A59/0/WBLguidevs3.pdf
Dewey, J. (1916). Democracy and education. Toronto: Macmillan Co.
References
Duke, D. & Griesdorn, J. (1999). Consideration in the design of alternative schools. Clearing House, 73 (2), 8992. Retrieved September 23, 2009, from Eric Education Full Text database.
Foley, R., & Pang, L. (2006). Alternative education programs: Program and student characteristics. The High
School Journal, 89(3), 10-21. Retrieved September 23, 2009, from Eric Education Full Text database.
Gunn, T., Chorney, D., & Poulsen, J. (2009). High school completion: A comprehensive review of projects
directed toward keeping students in school. Journal of At-Risk Issues, 15(1), 17-24. Retrieved
November 17, 2009, from Eric Education Full Text database.
Hughes-Hassell, S. (2008). Alternative educational settings: What can we learn from them? Knowledge Quest,
37(1), 8-11. Retrieved September 23, 2009, from Eric Education Full Text database.
Ingersoll, S., & LeBoef, D. (1997). Reaching out to youth out of the education mainstream. Office of Juvenile
Justice and Delinquency Prevention, U.S. Department of Justice, February, 1997. Retrieve November
17, 2009, from http://www.ncjrs.gov/pdffiles/163928.pdf
Kleiner, B., Porch, R., & Farris, E. (2002). Public alternative schools and programs for students at risk of
education failure: 2000-01 (NCES Rep. No. 2002-004). Washington, DC: U.S. Department of Education,
National Center for Education Statistics. Retrieved September 17, 2009, from
http://nces.ed.gov/pubs2002/2002004.pdf
Leone, P. E., & Drakeford, W. (1999). Alternative education: From a “last chance” to a proactive model
[Electronic version]. The Clearinghouse, 73(2), 86–88.
Loftstrom, M., & Tyler, J. (Spring 2009). Finishing high school: Alternative pathways and dropout recovery.
Future of Children, 19(1), 77-103. Retrieved November 17, 2009, from Eric Education Full Text
database.
References
National Alternative Education Association. (2009). Exemplary practice in alternative education: Indicators of quality
programming. Retrieved September 17, 2009, from
http://www.state.tn.us/education/learningsupport/alted/doc/ExemplaryPracticesinAE.pdf
National Commission on Excellence in Education. (1983). A nation at risk: The imperative of educational reform.
Washington, DC: U.S. Department of Education.
Orfield, Gary. (1988). Race, Income, and Education Inequality. In school success for students at risk: Analysis and
recommendation of the council of chief state School officers. Orlando, Fla.: Harcourt, Brace, Jovanovich, Inc.
Poyrazli, S., Ferrer-Wreder, L., Meister, D., Forthun, L., Coastworth, J., & Grahame, K. (2008). Academic achievement,
employment, age and gender and students' experience of alternative school. Adolescence, 43, 547-56. Retrieved
September 23, 2009, from Eric Education Full Text database.
Sagor, R. (1999). Equity and excellence in public schools: The role of the alternative school. The Clearing House, 73(2),
72-5. Retrieved September 23, 2009, from Eric Education Full Text database.
Scott, T., Nelson, C., & Liaupsin, C. (2002). Addressing the needs of at-risk and adjudicated youth through positive
behavior support: Effective prevention practices. Education and Treatment of Children, 25(4), 532-51. Retrieved
September 23, 2009, from Education Full Text database.
Sprague, J., & Tobin, T. (1999). Alternative education programs for at-risk youth: Issues, best practice, and
recommendations. Oregon School Study Council Bulletin, 42(4), 1-19. Retrieved November 17, 2009, from
Educations Full Text database.
Wilkins, J. (2008). School characteristics that influence student attendance: Experiences of students in a school avoidance
program. The High School Journal, 91(3), 12-24. Retrieved September 23, 2009, from Education Full Text
database.
Zweig, J. (2003, June). Vulnerable youth: Identifying their needs for alternative educational settings. The Urban Institute.
Retrieved November 17, 2009, from http://urbaninstitute.org/UploadedPDF/410828_vulnerable_youth.pdf
Appendix A: Consent Forms
(Principal)
Dear Sir/Madam,
My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of
my studies I am required to complete an Action Research thesis in the area of curriculum and instruction.
I have selected the area of alternative education for at risk youth as the focus of my research.
Recently, I have submitted a portfolio to the DOE to start a school for at-risk youth that incorporates CTE
programs to include Culinary Arts and the Building Trades. Furthermore, I am interested in what
methods educators can use in an effort to help our youth at risk for academic and social failure. I am
especially interested in the effects of Experiential and Contextualized Learning integrated into the
curriculum to re-engage the at-risk student.
Therefore, I am writing to request permission to conduct this research by asking the ninth grade Integrated
Math/ CTE teacher of your program questions in reference to curriculum integration of Experiential and
Contextualized Learning and the affects it has to re-engage students to proactively take control of their
learning.
The research would involve weekly class visits, interaction and observations of students as well as
permission to have students share their assessment portfolios and tests.
Should I gain your approval, the involvement of your school employees, student body and parents/
guardians in this research would be entirely voluntary and they could withdraw from the research at any
stage.
All consent form, surveys and questionnaire’s are anonymous and names of those persons and that of the
school will not be used. Upon completion of the study in May 2010, a copy of my thesis will be
forwarded to you.
If you have any questions about my dissertation research project please feel free to contact me via the
email address attached to this letter. Thank you very much in advance, for your assistance in this
academic endeavor.
Sincerely,
Nicole Morris
Appendix A: Consent Forms
(Teacher)
Dear Sir/ Madam:
My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of
my studies I am required to complete an Action Research thesis in the area of curriculum and instruction.
I have selected the area of alternative education for at risk youth as the focus of my research.
Recently, I have submitted a portfolio to the DOE to start a school for at-risk youth that incorporates CTE
programs to include Culinary Arts and the Building Trades. Furthermore, I am interested in what
methods educators can use in an effort to help our youth at risk for academic and social failure. I am
especially interested in the effects of Experiential and Contextualized Learning integrated into the
curriculum to re-engage the at-risk student.
Therefore, I am requesting to survey teachers in reference to the curriculum needs for at risk youth; by
reading the information below and by having that information fully explained to you, you will sign to
designate your consent in an effort to participate in this research.
The purpose of this research is to determine the effectiveness of alternative education for at-risk youth
actually benefits from an integrated CTE curriculum that uses Experiential and Contextualized learning to
engage students and enhance their academic performance on portfolio assessments and traditional tests.
If you agree to participate in this research you will be asked to complete a question survey of 12 questions
which will reflect your professional knowledge of your school’s CTE curriculum. It is anticipated that
your participation in the survey would take approximately 30 to 40 minutes.
Your participation in this research is strictly voluntary and based on anonymity and be kept confidential.
You may refuse to participate at all, or choose to stop your participation at any point during the survey
without fear of penalty or negative consequences of any kind. Furthermore, the raw data will be kept in a
secured file and the findings of this research will be reported only as descriptive data. No names will be
used.
Sincerely,
Nicole Morris
Appendix A: Consent Forms
(Parent)
Dear Sir/ Madam:
My name is Nicole Morris. I am a graduate student at Brooklyn College School of Education. As part of
my studies I am required to complete an Action Research thesis in the area of curriculum and instruction.
I have selected the area of alternative education for students attending a Career and Technical Education
(CTE) Transfer School as my research focus.
This study will take place at school during the Integrated Math/ CTE class. I am interested in what
methods educators can use in an effort to help their students reach academic success through blended
programs that comprise more than one subject to make the lesson “more real”.
Therefore, I am requesting to interact with your child through surveys, questionnaires and to use their
assessment portfolios and teacher given test, to assess the effectiveness of the program.
If you agree to allow your child to participate in this research, they will be requested to complete surveys,
questionnaires and share their assessment portfolios and teacher given tests, to assess the effectiveness of
the program.
Your child’s participation in this research is strictly voluntary and based on anonymity and be kept
confidential. You may refuse to have your child participate at all, or choose to stop your participation at
any point. Furthermore, the raw data will be kept in a secured file and the findings of this research will be
reported only as descriptive data. No names will be used.
Sincerely,
Nicole Morris
Appendix B: Teacher Survey
Dear Educator:
As the Integrated Math/ CTE teacher and curriculum coordinator of the CTE Transfer school program, I
want to thank you for giving me the opportunity to help aid youth who are considered at risk. Please help
me to continue my efforts along this avenue by taking a couple of minutes to tell me about your
curriculum program and its attributes that your school has been utilizing so far. I sincerely appreciate your
efforts.
1. How satisfied are you with the curriculum content of your school’s academic and CTE program
over the last 1 to 3 years:
=3=
Very Satisfied
=2=
Satisfied
=1=
Unsatisfied
2. How satisfied are you with the school’s ability to integrate the academic and CTE curriculum for
students:
=3=
Very Satisfied
=2=
Satisfied
=1=
Unsatisfied
3. Compared to traditional classroom sizes in public schools (averaging 25/1for its student/teacher
ratio) does the Transfer school satisfy the small class room size for students at-risk:
=3=
Very Satisfied
=2=
Satisfied
=1=
Unsatisfied
4. How satisfied are you with the combination of classrooms with a reduced student/teacher ratio and
a varied curriculum (ex. academics that are coupled with CTE work-based studies such as culinary
arts and carpentry) for future students:
=3=
Very Satisfied
=2=
Satisfied
=1=
Unsatisfied
5. How satisfied are you with recommending the Transfer school’s CTE program to other school
systems:
=3=
Very Satisfied
=2=
Satisfied
=1=
Unsatisfied