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To what degree and in what ways has STC contributed to systemic change? Have STC principles penetrated the community deeply enough to be sustainable? This executive summary presents highlights from the extensive final evaluation report. To achieve this goal, the study used a wide variety of qualitative and quantitative data collection and analysis methods. Several of the data collection activities cast a broad net by attempting to reach all of the LPs in California that received federal funding for STC activities under the ST WO A (e. Other strategies were designed to generate in-depth data about how STC has developed in case study LPs (e. The lAP developed the overall framework for the evaluation.

Specifically, the case study research activities for this statewide evaluation were divided into two parts: CORE and PLUS.

The CORE research was broad and descriptive, while the PLUS activities addressed more complex issues.

Out of 15 LPs that applied for evaluation funding, 13 were selected to conduct CORE case studies. Five of these 13 LPs were also selected to conduct PLUS studies. The overall aim of these studies was to gather and analyze comparable data on STC activities and participants (e. LPs and their local evaluators had primary responsibility for gathering and comjpiling CORE case study data, using common survey instruments and reporting formats designed by WestEd and MPR Associates.

Unlike the CORE research, the PLUS analyses were under the direction of local evaluators hired by the LPs that were awarded PLUS funding. The PLUS analyses were designed by the local evaluators to answer the question. How has STC participation affected student preparation for postsecondary education and career entry?

Each of the 5 LPs awarded PLUS funding used somewhat different statistical models and data to answer the PLUS research question.

In order to assist the State in reviewing what would otherwise be five idiosyncratic reports, WestEd and MPR Associates obtained the data files from each of the PLUS sites and compared the results of similar models where possible. In 3 of the 5 PLUS analyses, evaluators were able to link student data from the CORE Senior Survey and Follow-Up Senior Survey to individual outcome measures, such as standardized test scores, cumulative grade point average (GPA), attendance, and completion of the University of California A-G admissions requirements. The four largest case study LPs (in terms of K-12 student enrollment) include between 1 and 36 school districts and between 293 and 580 K-12 schools. The smaller LPs include between 1 and 33 school districts and between 29 and 186 K-12 schools. Some case study LPs started their STC efforts with federal funds, while others were in existence in some form before these funds became available.

A majority of the LPs report representation from county offices of education, K-12 school districts and schools, postsecondaiy institutions, and employers. Other participants in some LPs include labor organizations, workforce investment agencies, local chambers of commerce, other community-based agencies, and parents. Generally speaking, the larger the LP, the more complex their organizational structure. MAJOR FINDINGS AND CONCLUSIONS Described below are the major findings and conclusions from the study, using the key evaluation research questions as a frame for discussion. The findings of this study demonstrate that some key features of STC are being implemented within and across LPs in all regions of the state on a fairly widespread basis. The following are major findings with respect to the status of implementation of career development activities and programs, structural and programmatic aspects of STC, and cormections with key partners.

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Career Development ghost writer for college papers ghost writer for college papers Activities and Programs California educators have recognized that all students, especially those from disadvantaged backgrounds, benefit from learning about careers while in school. With respect to school-based learning activities, our findings show a strong focus on helping students develop career awareness. Schools in case study LPs are building career awareness into the educational experiences of students at all grade levels, with high schools offering more extensive and varied career awareness activities than either elementary or middle schools.

Virtually every high school across the case study LPs now offers career awareness activities for students. Career exploration, including the use of career databases and other resources, as well as individual counseling opportunities are also widespread. However, participation of California students in more intensive types of career exploration and career- focused learning opportunities (e.

This is not surprising, since partnership academies in California are focused on serving at-risk populations. With respect to work-based learning (WBL) activities, data indicate that these activities are widely available to students at many case study LP high schools. WBL ghost writer for college papers is rarer for students in rural areas than for students in more populated areas. Minority and low socio-economic status (SES) students appear to have somewhat higher WBL participation rates than other students.

Although large numbers of schools report offering career development activities (e. By their very nature, career awareness activities such as career fairs and programs involving outside speakers lend themselves to collaboration. Attitudes and Professional Development Opportunities for Teachers and Administrators. The attitudes of teachers and administrators and the professional development opportunities offered to these individuals are integral to any education reform, including STC. Teachers, in particular, are the gateway to change. If they are not conviced of the value of a reform effort, it will not succeed. In order to obtain rich information about teacher attitudes towards STC and opportunities for professional development within case study LPs, interviews with teachers and administrators were conducted at CORE schools.

The findings from these data sources show that teachers and administrators generally hold positive views about STC.

However, actual support for STC among teachers is not uniform. That is, a majority of LPs report that academic staff tend to view STC as an add-on to curriculum, while career-technical education teachers typically view STC as an integral part of education. Moreover, some case study LPs report that new teachers are more receptive to STC than those who have been teaching for longer periods of time.

With respect to professional development, the study found that high schools tend to offer teachers more professional development opportunities in STC than either middle schools or elementary schools.

Clearly, many LPs do not offer professional development related to STC. Limited opportunities for STC professional development may contribute to some skepticism about the value of STC efforts.

While STC-related professional development opportunities are being offered, both teachers and administrators report that such opportunities should be more frequent and ex.

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