Methodology
This 20-month study uses document reviews, focus
groups, and interviews to gather information. The investigation
begins with a policy review to identify the multiple
state policies that govern credit-based transition
programs. Policies examined include dual credit, teacher certification,
and high school graduation, among others. The next phase includes
site visits to collect information on how state policies guide
program operations at the district level and how state and district
policies impact local program development.
Work will proceed in three phases:
Phase I: Site Selection: Specific
criteria will guide site selection at the state, district, and program levels, and will be developed based on policy and literature reviews. To understand variation
among states, the selected states will represent a range of policy
environments, from those with coordinated K-16 systems to those with little coordination between the K-12 and higher education systems. Similarly, the programs will be selected to vary in intensity and focus—academic or career/technical.
Phase II: Data Collection: In addition to the policy reviews, the project team will conduct
multi-day field visits to three states. For each state, information
will be collected from state agencies, two districts, and four programs within
each district. Data collection for these case studies will consist of interviews
and focus groups with state policymakers, district administrators,
and secondary and postsecondary program directors.
Phase III: Data Analysis: The data analysis will trace the effects of state and district
policies on the secondary and
postsecondary partnership arrangements that direct the credit-based transition
program. Cross-state comparisons will examine the prevalence of
specific implementation issues and how these implementation challenges
impact program development and expansion.
Products
- One-Page Briefs will describe the set of policies that govern credit-based transition
programs for each state selected for in-depth study.
- Individual State Profiles will build upon the briefs by presenting a fuller description
of the policy environment guiding program development. The profiles
will also summarize how specific state and local policies impact the
development of credit-based transition programs.
- The Final Report, targeting a general policy audience, will identify a range of policy options that can be implemented by policymakers
to facilitate and promote the expansion of credit-based
transition programs. The report will also outline multiple solutions
to resolve particular policy impediments and, whenever feasible,
outline the advantages and disadvantages of each option.
For More Information
Visit the Office of Vocational and Adult Education
Web site at: www.ed.gov/OVAE or contact Ivonne Jaime, Program Manager, ivonne.jaime@ed.gov.
