Validation Study III: Alignment of the Texas College and Career Readiness Standards with Courses in Two Career Pathways. [Executive Summary]
Author: Conley, David T.
Date: 2009-10-00
Type: Reports - Research
Subjects: Educational Policy,Career Readiness,College Readiness,Program Validation,Alignment (Education),Vocational Education,State Standards,State Policy

This is the fourth report in a series of five reports resulting from the Texas College and Career Readiness Initiative (TCCRI) established by the Texas Higher Education Coordinating Board (THECB) under contract with the Educational Policy Improvement Center (EPIC). The purpose of the TCCRI is the Facilitation of the Development and Implementation of the College and Career Readiness Standards. The results of the TCCRI include the following: (1) Texas College and Career Readiness Standards; (2) Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions; (3) Validation Study II: Alignment of Texas College and Career Readiness Standards with Entry-Level Career and Technical Education College Courses at Texas Postsecondary Institutions; (4) Validation Study III: Alignment of Texas College and Career Readiness Standards with Courses in Two Career Pathways; and (5) Texas College Readiness Assignments. The analysis in Validation Study III builds upon two previous studies exploring the relationship between the CCRS and current practice in postsecondary education in Texas. This study replicates the methodology employed by the two previous efforts. It analyzes the alignment between all of the CCRS (English, mathematics, science, social studies, and cross-disciplinary standards) and two specific CTE course pathways--nursing and computer programming. In particular, this study analyzed the CCRS in relation to the level of preparation necessary for entire CTE career pathways beyond entry-level courses in all five CCRS subject areas. For this study, a standard is considered aligned if one of two criteria is met: (1) the instructors from at least one course within the pathway most frequently reported (modal response) that the standard was &quot;most necessary&quot; or &quot;more necessary&quot; in preparing students to succeed in the course; or (2) the instructors from at least one course within the pathway most frequently selected (modal response) the rationale statement that the standard is: &quot;required, not covered in course&quot;; &quot;reviewed only, not re-taught&quot;; or &quot;introduced as new material.&quot; Overall, a standard is considered aligned to a pathway if a standard is considered necessary or is taught in at least one course and that course is necessary for successful completion of a pathway. The findings are consistent with the results of the previous two validation studies comparing the CCRS to postsecondary expectations in Texas institutions of higher education. Secondary institutions can use the alignment results to create integrated CTE courses aligned with current postsecondary expectations and practice. Postsecondary institutions can use this information to conduct self-studies of content included in course pathways and to increase consistency between the pathways offered at different institutions. Statewide, this study is a continuing step toward deeper understanding of the knowledge and skills needed for success in select two-year CTE programs. [For the full report, &quot;Validation Study III: Alignment of the Texas College and Career Readiness Standards with Courses in Two Career Pathways,&quot; see ED539245.]