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THE ESSENTIAL ELEMENTS OF TECH PREP MODELS THAT IMPACTED GRADUATION RATES AND STUDENT SATISFACTION IN SIX OHIO TECH PREP CONSORTIA

KISTLER, LOXIE E
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1104538013

Abstract Details

2004, EdD, University of Cincinnati, Education : Curriculum and Instruction.
College Tech Prep (CTP) originated in 1990 as an educational reform initiative for secondary and post-secondary career technical programs. In an effort to meet changing workforce demands, a goal of CTP is to prepare students with technical skills and academic knowledge as each pursues a college degree or enters the workforce. Much of the existing CTP research focuses on descriptive statistics such as enrollment trends, number and delivery of available programs or pathways, and essential element implementation patterns. Current research showed several CTP models are operating within Ohio’s Tech Prep consortia. The body of research in this dissertation attempts to identify which essential elements of College Tech Prep models promoted student success and student satisfaction. Each project participant, via questionnaire and focus group, was asked to identify which essential program elements were available in his/her local College Tech Prep consortia and to rate each as it influenced his/her level of satisfaction and program completion. Additional research questions in this project examined which state mandated performance measures were impacted in the six identified consortia. Results demonstrated strong positive relationships among models offering increased numbers of essential elements, articulated credit, and scholarships with the student level of satisfaction. However, no correlation existed between increased number of essential elements, articulated credits, and scholarships with earning a college degree. Even though no statistical relationship existed, participants rated (along with college prep academics), earning articulated credits and scholarships as the most important essential elements leading to high school or college program completion. An alignment of findings with performance measures indicated modifications needed to demonstrate compliance and accountability with state performance benchmarks. Future research questions were suggested along with a CTP model designed to promote student success and meet state-mandated performance measures.
Dr. Ken Martin (Advisor)
167 p.
Education, Vocational
tech prep essential elements; tech prep models; student satisfaction; graduation rates

Recommended Citations

Citations

  • KISTLER, L. E. (2004). THE ESSENTIAL ELEMENTS OF TECH PREP MODELS THAT IMPACTED GRADUATION RATES AND STUDENT SATISFACTION IN SIX OHIO TECH PREP CONSORTIA [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1104538013

    APA Style (7th edition)

  • KISTLER, LOXIE. THE ESSENTIAL ELEMENTS OF TECH PREP MODELS THAT IMPACTED GRADUATION RATES AND STUDENT SATISFACTION IN SIX OHIO TECH PREP CONSORTIA. 2004. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1104538013.

    MLA Style (8th edition)

  • KISTLER, LOXIE. "THE ESSENTIAL ELEMENTS OF TECH PREP MODELS THAT IMPACTED GRADUATION RATES AND STUDENT SATISFACTION IN SIX OHIO TECH PREP CONSORTIA." Doctoral dissertation, University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1104538013

    Chicago Manual of Style (17th edition)

ucin1104538013
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© 2004, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.