This article synthesizes research on standards-based reforms and accountability, with specific attention to purposes, models, and methods of inquiry. Starting with the premise that the reforms were meant to be systemic, the article examines the extent to which studies were guided by designs that explicitly or implicitly acknowledge a system, and evaluates the utility of the designs in generating information to support large-scale systemic changes in education. The article concludes that research efforts on reforms have been largely non-systemic in design and have thereby failed to adequately help individual schools, school systems, and statewide systems to develop in directions that are consistent with the mission of the reform movement.

Models and Methods for Examining Standards-Based Reforms and Accountability Initiatives: Have the Tools of Inquiry Answered Pressing Questions on Improving Schools?

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Constructing School Organization Through Metaphor: Making Sense of School Reform

The increase in the number of industry-sponsored credential programs raises many questions for career and technical education. This study investigated the perceived influence of industry-sponsored credentials on the recruitment process in the information technology (IT) field. Influence is examined from the perspective of Human Resource (HR) executives and their current IT employees to explore employer and employee differences in the role industry sponsored credentials and traditional education qualifications play in the recruiting process. Surveys were administered to HR executives and IT employees in a sample of large U.S. firms. Results indicated that there were no statistically significant differences between employers and IT employees regarding the perceived influence of industry-sponsored credentials on recruitment. However, significant differences were found in the perceived influence of such credentials on the recruitment process when comparing IT employees with credentials and those without. The results are discussed in terms of their implications for researchers, career and technology education policy makers, and educators.

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The Perceived Influence of Industry-Sponsored Credentials on the Recruitment Process in the Information Technology Industry: Employer and Employee Perspectives

This study investigates the relationships among community college student characteristics, student enrollment and registration behaviors, and academic outcomes. The report examines whether there are interrelationships among the enrollment and registration behaviors studied and interrelationships among the academic outcomes studied. Also it investigates if enrollment and registration behaviors can predict student academic outcomes. The report investigates five student characteristic variables: age, gender, ethnicity, academic intent, and financial aid eligibility. Five enrollment and registration (predictor) variables were also studied: when students enrolled, number of changes made to their course schedule, how many schedule changes were drops and how many were adds, and when changes were made. It explores three outcomes: fall semester grade point average, fall semester course completion, and attrition (whether the students enrolled for the spring semester). Significant relationships were found between several student characteristics and enrollment and registration behaviors. Significant interrelationships among the enrollment and registration behaviors and academic outcomes were found. A combination of four enrollment and registration behaviors could predict 37.6% of the variation in fall semester GPA and 48.6% of the variation in course completion. A combination of three enrollment and registration behaviors was included in a model that could best predict the odds of attrition. A combination of three enrollment and registration behaviors could predict 13.7% of the variation in GPA beyond the 10.3% predicted by student characteristics. A combination of four enrollment and registration behaviors could predict 43.9% of the variation in course completion beyond the 10.3% predicted by student characteristics. (VWC) Reproductions supplied by EDRS are the best that can be made from the original document. The 42nd Annual Conference of the Council for the Study of Community Colleges April 7, 2000 Washington, D.C. Enrollment and Registration Behaviors as Predictors of Academic Outcomes for Full-Time Students in a Rural Community College

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Enrollment and Registration Behaviors as Predictors of Academic Outcomes for Full -Time Students in a Rural Community College

The utilization of skill standards in the curriculum development process has become an increasingly prominent aspect of the reform movement in career and technical education (CTE) over the past 10 years. Data were collected across 10 CTE program areas from a nationally representative sample of community colleges. The authors discuss the extent to which industry-based skills standards are being implemented in community college CTE curricula.

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Analysis of the Integration of Skill Standards into Community College Curriculum.

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Patricia A. Holmes

Papers

Resource Guide to Educational Standards.

Accountability Systems: Performance Standards and Assessment.