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

V. Defining Tech-Prep

Tech-Prep has come to describe a variety of approaches to education reform. Hull and Parnell (1992) originally conceived of Tech-Prep as a parallel pathway of preparation--equivalent to college-prep programs of study--for students interested in technical careers. They saw Tech-Prep as a promising alternative to the less academically demanding general education track, a way to offer students a "seamless" sequence of challenging courses spanning grades 11 through 14, integration of academic and vocational education, and defined programs of study organized around broad technology-oriented career themes. Tech-Prep would encourage higher career aspirations and better workforce preparation among students in the middle 50 percent of the academic ability distribution.

The definition of Tech-Prep in the Perkins Act reflects the ideas of the Hull and Parnell model. Title IIIE of the act broadly outlines a plan for the content and expected outcomes of Tech-Prep programs. The programs must be carried out under articulation agreements among consortium members and must consist of the last two years of high school and two years of postsecondary education. They must provide a "common core of required proficiency in mathematics, science, communications, and technologies" through a "sequential course of study," to facilitate technical preparation in engineering technology; applied science; mechanical, industrial, or practical art or trade; agriculture; health; or business. Tech-Prep programs should be designed to lead to an associate degree or two-year certificate and to employment. The legislation acknowledges that it may be necessary to develop new curricula in order to achieve these objectives.

However, the Perkins Act leaves room for varied interpretation and implementation approaches. Findings from both the in-depth studies and the fall 1993 national survey of Title IIIE grantees demonstrate that consortia implement Tech-Prep in diverse ways. For example, some Tech-Prep programs encompass activities or courses that begin in the earlier years of high school or even middle school, and some may be offered in occupational areas that are not considered technology-oriented. In other cases, divergences from the model implied by the legislation may reflect programs' early stage of development and may change over time. For example, "programs of study" may at first consist solely of existing vocational courses, without related academic classes. Articulation efforts between secondary and postsecondary institutions may focus on courses, rather than programs.

This chapter examines three ways of characterizing a Tech-Prep program. First, we describe the basic program model that consortia are seeking to implement--that is, the grade levels at which Tech-Prep activities begin and end. Second, we discuss the extent to which consortia are implementing a defined core program, or a set of activities in which all secondary-level Tech-Prep students are expected to participate. Third, we describe how consortia define who is to be considered a Tech-Prep student.
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[Consortium Resources]

[Definition Of A Program Model]