ACTE Techniques January 2012 : Page 32

PROGRAMS OF STUDy “mature” sites tell us ILLUSTRATION By ISTOCK.COM Pr o g r a m s o f s t u d y : W h a t BY CORINNE ALFELD AND SHARIKA BHATTACHARyA A 32 lthough career and technical education (CTE) Programs of Study (POS) were introduced in the Perkins IV legisla-tion, neither the spirit nor the elements of POS are new in the history of CTE as a vehicle for high school reform. POS have evolved over several decades of efforts to create effective transition programs from Techniques Januar y 2012 secondary to postsecondary education or the workforce. Initiatives of the 1990s like youth apprenticeships, School-to-Work, and Tech Prep all provided elements that formed the basis for POS, including an increasing emphasis on the integration of academic and technical skills (Lewis and Kosine, 2008). POS are a natural exten-sion of these efforts. Site Selection As POS are relatively new, in name if not in practice, research evidence on their implementation and effectiveness is still in progress (see other articles in this issue). At the request of the Office of Vocational and Adult Education (OVAE), U.S. De-partment of Education, and the National Research Center for Career and

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