A r c h i v e d  I n f o r m a t i o n

The Emergence of Tech-Prep at the State and Local Levels - 1995

State Efforts To Define Tech-Prep And Its Objectives

Although the Perkins Act provides some guidance for developing Tech-Prep programs, both the results of the national survey and earlier research suggest that consortia are currently implementing relatively diverse initiatives under the Tech-Prep banner. State agencies that oversee Tech-Prep have the discretion to provide additional direction to the consortia they fund, in order to emphasize particular program components, ensure stricter compliance with the intent of the federal legislation, or ensure greater consistency in program development within their states. Some states have chosen to define certain aspects of Tech-Prep, such as objectives, program features, or how students are counted as in Tech-Prep, and are requiring funded consortia to adopt these definitions to differing degrees.

Most states have begun to develop a formal definition of the goals and features of a Tech-Prep program

Many state agencies are in the process of defining the components of Tech-Prep for consortia in their states. By fall 1993, 18 states had already developed and formally adopted a final definition. Twenty-seven states were working on draft definitions. Of these states, 15 were preparing drafts; 3 had prepared drafts but had not yet adopted them; and 9 were using draft definitions on an interim basis. Six states had not begun to prepare a formal written definition of the objectives and features of Tech-Prep.

States prescribe different implementation or design components for their consortia

Many states provide direct guidance to local consortia about specific approaches to or definitions of Tech-Prep, even in the absence of a formal definition (Table II.6). Among the most common secondary level program features prescribed by state agencies are the target population for Tech-Prep (36 states), approaches to articulation agreements (35 states), curriculum development objectives (33 states), and business involvement at the program level (33 states). At the postsecondary level, the most frequently prescribed components are particular features of articulation agreements, degree objectives for participants, curriculum development objectives, and business involvement.

Some states' prescriptions of Tech-Prep program features already cover issues that will become more important under the recently enacted School-to-Work Opportunities Act. Under this law, states and localities will receive special grants to develop systems of integrated curricula and work-based learning focused on broad occupational themes. Some of these local efforts will undoubtedly build on Tech-Prep initiatives. It is likely that state educational agencies, many of which are already involved in Tech-Prep, will be important partners in the effort to promote and coordinate school-to-work systems. At the time of the fall 1993 survey, about a third of the state agencies were prescribing for Tech-Prep consortia particular approaches to important components of school-to-work programs, such as skill certification, skill standards, and work-based learning.

TABLE II.6
Tech-Prep Features Prescribed For Local Consortia
By State Agencies
(Number of States)
Prescribed Feature At the
Secondary
Level		 At the
Postsecondary
Level
Target Population 36 22
Features of Articulation Agreements 35 33
Types of Postsecondary Institutions NA 25
Credential/Degree Objectives 28 34
Approaches to Skill Certification 14 13
Curriculum Development Objectives 34 29
Development/Adoption of Occupational Skills Standards 19 17
Type and/or Amount of Staff Training 22 18
Approaches to Career Guidance 27 20
Methods to Facilitate Access for Special Populations 20 14
Preparatory Services for Students 22 12
Grade when Students Choose Career Clusters 27 12
Requirements for a Database/Tracking System 19 16
Criteria for Assessing Program Performance 24 22
Involvement of Program-Level Business Advisory Groups 33 31
Inclusion of Work-Based Learning Components 16 13
SOURCE: Inventory of State-Level Tech-Prep Activities, fall 1993.

State definitions of Tech-Prep participation are relatively uncommon

Relative to states that have defined goals and features of Tech-Prep programs, relatively few states have developed and adopted a definition of who is to be considered a Tech-Prep student. In the fall 1993 survey, 25 state coordinators reported that their states had not developed a definition for Tech-Prep participation. Nine coordinators reported that a state definition had been developed, but that local consortia were not obligated to adhere to it. Eighteen states have a definition for participation and require consortia to use it when reporting on Tech-Prep enrollment. The extent to which local consortia have actually adopted state definitions of what it means to be "in Tech-Prep" is discussed in Chapter V.

Some states have mandated Tech-Prep expansion

Increasing the number and development of Tech-Prep consortia is an explicit objective in some states. Ten states have stipulations in state legislation, in their state plan for vocational-technical education, or both that require the creation of local Tech-Prep programs statewide.6 Seven of the 10 impose this responsibility or requirement on local school boards, and 4 states require community, technical, and junior colleges to respond to the mandate. These states have set various target dates for the initiation of Tech-Prep consortia in all areas of the state; all expect to have created Tech-Prep programs statewide by September 1995.

Particular types of postsecondary transitions are facilitated by state-level efforts

Some states reported taking action at the state level to promote a variety of links between secondary and postsecondary institutions. For example, 37 states had made efforts to develop or promote development of articulation agreements that include four-year postsecondary institutions. Agencies in 17 states had established statewide agreements or regulations under which four-year institutions would recognize secondary applied academic courses for college admissions. Twenty-six states had made efforts specifically to promote articulation between secondary schools and registered apprenticeship programs.

6 Arkansas, the District of Columbia, Florida, Idaho, Indiana, Michigan, Mississippi, Rhode Island, and Wisconsin.
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