The Promise of the College and Career Transitions InitiativeReport as inadecuate

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Techniques: Connecting Education and Careers (J1), v84 n7 p40-43 Oct 2009

Although there is no single program or idea that will fix the entire American educational system, findings from the national demonstration project College and Career Transitions Initiative (CCTI) demonstrate considerable promise of the role pathways can play in helping students find their way through education to work and on to their careers. Unlike the streaming of vocational models in many European and Asian countries, the CCTI model creates opportunities for students along pathways that lead to further education or careers. CCTI, utilizing the organizational work of the career clusters project, developed a common definition for career pathways and provided a template outlining both academic and career and technical education (CTE) course sequences in a career pathway. The template also details dual-enrollment opportunities and emphasizes the need to assess students' interests and achievement early and often. The impact of CCTI as a demonstration project has been unique because it has created its legacy of an expanding network of colleges to sustain and extend the pathway concept after funding ends. The outcomes of the CCTI project and the components of its success are presented. (Contains 4 tables.)

Descriptors: Vocational Education, Academic Education, Transitional Programs, Community Colleges, Occupational Clusters, Partnerships in Education, College School Cooperation, School Business Relationship, Program Effectiveness, Demonstration Programs, Academic Persistence, Remedial Instruction, Persistence, Enrollment

Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site:

Author: Kempner, Ken; Warford, Laurance


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