Module 5, Session 2

Integration of Academic and Vocational Education at the Secondary School Level

William J. Reeves

Unpublished paper for University of San Francisco, 1994

Rationale to Integrate Academic and Vocational Education

In the beginning, no division existed between academic and vocational education. In the 19th century when public schools were established in this country, there was little isolated and specific vocational education. Vocational courses were viewed as programs to “train the mind by training the hand.” A little poem summarizes the original complementary nature of academic and vocational education.
Hail to the skillful, cunning hand!

Hail to the cultured mind!
Contending for the world’s command.
Here let them be combined.

The newborn movement to integrate vocational and academic has broad-based goals. A historian criticizes vocational education for its inability to enhance students’ employability skills. The business community argues that vocational programs do not stress mastery of the basic academic skills. Business leaders have called for secondary education to first strengthen the basic academic skills of high school students. Vocational teachers have begun to realize that their curricula need to be less job-specific in order to address the rigorous demands of our technological age. Cognitive scientists have reasserted the notion that students need to learn in specific contexts. Since vocational education does train students to acquire specific occupational skills, it would be beneficial to students if vocational and academic education were integrated (Grubb, 1990).

In order to more clearly grasp the rationale for restructuring academic and vocational education, we must examine educational misconceptions as contrasted with educational realities. I will now explore six educational myths and the corresponding educational realities.

1. Myth: Once classical school curriculum will meet the needs of all students.
Educational Reality: Students need more structure and substance in school but presented in a manner so they can apply their learning.

2. Myth: All students learn at the same rate.
Educational Reality: There are vast differences among students in speed of learning and comprehension of subject matter.

3. Myth: All students learn the basic academic skills by the end of the elementary grades.
Educational Reality: There are vast differences among students in acquisition of the academic skills. Development of the basic skills must be placed on a continuum with students arriving at different points at different times.

4. Myth: Students who fail to achieve in school don’t want or lack the skills to learn.
Educational Reality: Research suggests that 90% of students can master a basic skill when given the time and the reason for learning.

5. Myth: The traditional textbook and lecture instructional method are the most techniques to teach all students.
Educational Reality: Contextual teaching/learning appears consistently more effective than classical educational techniques.

6. Myth: Real excellence can be found among students who pursue a college degree.
Educational Reality: The notion of excellence can be expanded to include technical education and careers in technology (Hull & Parnell, 1991).

The above educational realities prove that students competing for employment in the 21st century would truly benefit from a restructuring of vocational and academic education. In the works of Keith Goldhammer, “The establishment of a public school system in the United States based upon the Platonic intellectual tradition has tended toward an elitist conception of its functions, has emphasized its selective characteristics, and has at least partly abrogated its responsibility for the 75 to 80 per cent of its students who by native ability, interest, and aspiration are identifiable with the practical affairs of our culture rather than inclined toward the more abstract and conceptual activities of the academic disciplines. That which is needed in today’s world is neither a new brand of academicism nor a new style of vocationalism, but a fusion of the two (California Department of Education, 1990).

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Rationale for a Tech-Prep Associate Degree Program

If educational program leaders are to combat the six myths of learning, Hull and Parnell argues that vocational education can effectively be restructured by implementing a tech-prep associate degree (TPAD) program. Hull and Parnell believe that the TPAD program is the best way to achieve true educational excellence and comprehensive curriculum reform. The five reasons to offer a TPAD program are as follows:

1) It offers a first-rate alternative to traditional college prep for students who will not seek a baccalaureate degree.
2) It offers students a solid academic foundation based on concrete, real-life applications.
3) It coordinates the efforts of secondary and post-secondary schools to achieve maximum results in minimum time.
4) It effectively addresses some of the key differences in student learning styles.
5) It provides students with lifelong competencies that they need and the adaptability they will require to remain competitive in the ever-changing marketplace (Padden, 1991).

The TPAD truly blends the liberal and practical arts (i.e., academic and vocational education. The five characteristics of a TPAD program are:

1) Continuity in learning
2) Context-based teaching (i.e., applied academic classes)
3) Competency-based instruction
4) Communication between learning institutions (especially high schools and post-secondary institutions).
5) Completion of the program with an associate degree (Palmer, 1991).

Integration Models: John O’Connell High School

In his position paper, The Cunning Hand, The Cultured Mind: Models for Integrating Vocational and Academic Education,” Grubb (1990) examines eight integration models. At this time, I will strive to examine restructuring approaches used at John O’Connell High School. In addition, I will more deeply examine high schools where the above integration models have been successfully implemented.
In his position paper, Grubb speaks of two models for integrating academic and vocational education at the secondary level. In the first model, the academic curriculum is modified to become more vocationally relevant; within this approach, secondary schools offer “applied academics” courses. Another approach to restructuring vocational education is the matrix or career path approach. At John O’Connell High School, our site is currently in the process of restructuring vocational education by using the “applied academics” and the matrix model (Pedrotti & Parks, 1991).

I will now attempt to provide a brief examination of the two integration models and I will explore high school programs that have used these approaches. Finally I will offer an overview of the restructuring process at John O’Connell High School.

Integration Models: John O’Connell and Other High Schools

A common approach to modifying the academic curriculum so that there is a vocational application is to introduce new courses—“applied academics” courses. At this time, the three widely used “applied academics” courses are:

1) Principles of Technology
2) Applied Mathematics
3) Applied Communications

The “applied academics” concept is an attempt to modify the existing academic curriculum by making it more vocationally relevant. At John O’Connell High School, we are currently working to integrate the “applied academics” courses into the overall site curriculum. In another section of this paper, I will provide the rationale for “applied academics” courses and I will offer an overview of course content (Phillips, 1991).

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The integration model, which is the basis for our current restructuring effort at John O’Connell, is the matrix approach. Within this format, the school retains the conventional departments but they use a matrix organizational structure in which occupational clusters cut across the departments. At John O’Connell High School, we have the basic academic departments (i.e., English, Math/Science, Foreign Language, Special education, Social Studies, and Physical Education). In addition, under our restructuring model, the following occupational clusters have been developed for future implementation:

1) Manufacturing Cluster
2) Transportation Cluster
3) Electronics Cluster
4) Construction Cluster
5) Visual Communications Cluster
6) Hotel and Restaurant Cluster

In his position paper, “Cunning Hand, The Cultured Mind: Models for Integrating Vocational and Academic Education, Grubb states that the matrix approach had been utilized in two high schools. One school is Landon High School, a 10th to 12th grade comprehensive school with an enrollment of about 1,500 students. I will now more deeply examine the components of the Landon Integration Model, and then I will discuss the advantages of this format.
Landon High School has conventional academic and vocational departments such as English and math; however, there is also a set of “career paths” that cut across the departments. The school offers the following career paths:

agriculture and natural resources, business and marketing, art and communication, health, home and prevention, industrial technologies and engineering, and social, human and governmental services. Each student selects a “career path” at the beginning of the 10th grade. Students are counseled to take a series of academic classes related to their paths, and they also enroll in a coherent sequence of vocational courses (Shields, 1991).

The Landon Integration Model is so successful because the career paths are comprehensive. Site brochures spell out the entry-level, middle-level, and professional-level occupations within each career cluster and college majors corresponding to specific career paths. This way, the career path approach provides a program for both college-bound students and those students planning to work after graduation. Counseling brochures also list academic and vocational classes related to specific occupational paths. All students realize that occupations require a blending of academic and vocational competencies (Vigil, 1991).

The Landon Matrix Integration Model is an example of a comprehensive, successful approach to merging academic and vocational education. The advantages of the above integration plan are:

1) Students have to think early in high school about their occupational futures.
2) Students from different ethnic and socio-economic backgrounds come together in career paths.
3) The matrix structure provides groups of related courses; students have to choose classes related to their specific career path. This approach allows for true integration of vocational and academic education within a high school setting.
4) The matrix model provides a rationale for teachers across disciplines to meet regularly to address curriculum concerns. Such team-building provides the opportunity for common in-service planning between academic and vocational teachers. In addition, a more complete alignment of academic and vocational classes occurs within the matrix integration model.
5) The career paths provide a natural opportunity and rationale for increased communication with potential employers and post-secondary institutions.

At John O’Connell High School, we are currently restructuring our curriculum according to the matrix integration format. Our model will be similar to the program described at Landon High School.

California’s Industrial Technology Education Curriculum

I will now proceed to describe the Industrial Technology Education Program as mandated by the Career Education Division-California Department of Education. In understanding John O’Connell’s restructuring efforts, it is important to become familiar with the competencies forming the framework for high school vocational education.

The Industrial Technology Education Curriculum is comprised of the following components: Technology Core, Cluster Specific Courses, and Occupation Specific Classes. The Technology Core contains the beginning level courses within the high school curriculum. Cluster specific courses, which are offered in the 10th grade, provide students with an introduction to one of the specific occupational clusters. In the occupation specific classes, which are offered in the 11th-12th grades, the students receive an intensive concentration in their occupational major (i.e., cabinet-making, electronics).

The broad-based Technology Core Curriculum can be sub-divided into two main parts: a Common Academic Core and Technical Core areas. I will now proceed to examine the competences covered in the basic Academic Core and the Technical Core.

The Academic Core will address the basic skills needed to enhance the students’ employability. The four characteristics of the academic core curriculum are:

1) broad-based knowledge
2) heavy involvement with computers
3) rapidly changing technical content
4) system oriented emphasis


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In the academic core curriculum, students will exit with the following skills:

1) Basic mathematics skills
2) Applied science skills
3) Computer skills
4) Interpersonal communication skills
5) Personnel management skills
6) Experiential knowledge of technical fundamentals (Walter, 1991).

I will now discuss the second part of the Industrial Technology Education Curriculum: the Technical Core. The California State Department of Career Education has established a list of basic vocational competencies. These vocational competencies are then sub-grouped into the following areas:

1) Communication Technical Core
2) Energy Utilization Core
3) Production Technology Core
4) Transportation Technology Core

The purpose of the Communication Technology Core is to orient students to the technical processes, industrial applications and technological effects of transmitting and receiving information. The purpose of the Energy Utilization Core is to orient students to basic resources, technical processes, industrial applications, and technological effects related to energy conservation/transmission, fossil fuels, energy conservation, and alternative energy systems. The focus of the Production Technology Core is to orient students to basic resources, technical process, technical applications and technological effects related to manufacturing, construction, and service technology. The final technology core is that of transportation. The mission of the Transportation Technology Core is to orient students to basic resources, technical processes, industrial applications, and technological effects related to land, air, water, space, and materials handling transportation systems.

Components of Tech-Prep Associate Degree Program (TPAD)

The Center for Occupational Research and Development discovered that students needed a stronger academic foundation at the high school level. This way, graduating seniors would be equipped with the prerequisite skills required in a TPAD. Researchers discovered that the first third of an advanced skills curriculum should be implemented before a student enters the actual associate degree program.

Hull (1991) believes that a tech-prep program will provide the first third of the advanced skills curriculum to high school students. If we are to provide sophisticated, critical thinking skills to the high school general education population, then Hull and Parnell (1991) advocate adoption of a TPAD. This way the two-thirds of students who will not enroll in a college track program will receive an education equipping them with the necessary employability skills.

The TPAD is the technical education alternative to a college prep, baccalaureate program. A tech-prep program targets students whom Parnell and Hull refer to as the “forgotten half.” These students are the ones who can reason much better in concrete terms, rather than in the abstract, academic mode. Thus, the foundation for a TPAD is applied academics classes in which real-life applications and hands-on experiences are incorporated into the teaching of academic subjects.

It is now necessary to examine the goals and characteristics of a TPAD. This program is a carefully formulated curriculum that offers high school students a four year (2 + 2) or six year (4 + 2) plan to gain the competence required for technical careers. A TPAD curriculum will have the following characteristics:

1) It runs parallel to but doesn’t replace the college prep/baccalaureate degree program.
2) It builds an advanced-skills technical education on a common foundation of math, science, communication, and social studies.
3) TPAD leads to associate degree or two-year certificate.
4) It incorporates relevant applications of subjets being taught; it is built around the “applied academics” concept.
5) TPAD uses a competency-=based core curriculum that is structured around a career cluster of occupations.
6) It provides employable skills upon high school graduation, so that, if students wish they can work while completing the associate degree program.

We have initially examined the overall aspects of the TPAD. Now we will look more closely at the high school component of a tech-prep program. The objectives of the high school component of a TPAD program are as follows:

1) Strengthen the students’ backgrounds in applied science, math, and communication; it should provide the academic foundation for advanced skills vocational training.
2) Build the specific technological expertise upon the academic foundation.
3) Provide sufficient technical skills enabling students to see employment after graduation if they cannot continue full-time post-secondary studies.
4) Teach high school tech-prep lab courses using the systems approach rather than emphasizing narrow job skills.

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Role of Applied Academics

In 1990, the National Association of State Directors of Vocational Technical Education Consortium (NASDNTEC) issued an important position paper that began with the following words:

“Rapid technological change in a highly competitive world economy demands a skilled work force that possesses the basic academic skills necessary for lifelong learning. Academic and vocational-technical education cannot remain exclusive entitities competing for limited resources amid finite school boundaries. Rather, all students must be afforded the opportunity to graduate from high school with marketable occupational skills as well as those needed for post-secondary education. An integrated partnership supporting students’ varied learning styules is the most effective means of achieving the academic and vocational-technical competence needed in a global economy.

Before we can more fully explore the role of “applied academics,” we need to define the term. Pedrotti and Parks (1991) define applied academics as “the presentation of subject matter in a way that integrates a particular academic discipline (such as math, science, English) with personal workforce applications (hands-on labls dealing with practical equipment and devices).”

In developing “applied academics” curricula, the vocational education community worked along with the academic community and business/industry representatives to develop the right type of curses for vocational students. These leaders took great care to ensure that “applied academics” was not “watered-down” learning. The theme of applied academics can be be summarized as “It’s not easy; it’s just easier to learn.” In developing “applied academics” curricula, the following guidelines were followed:

1) The course material must be practical and relevant, related whenever possible to the world of work.
2) The course must make sense to non-baccalaureate bound students.
3) The delivery of the overall course material must emphasize and include hands-on learning experiences in laboratory environments.
4) The course material must retain the integrity of the academic discipline.

I will now provide a brief description of four “applied academics” classes; these courses provide the academic foundation for a tech-prep program. The applied academics classes currently available for high school students are as follows:

1) Principles of Technology: this course was first introduced in 1986 and is now used by 35,000 students. The key characteristics of the two year course are:
a. An applied-science (physics) course for secondary school vocational students.
b. It offers an integrated set of instructional materials and lab experiences
c. It is based on application of physics principles in mechanical, fluid, electrical, and thermal energy systems.
d. It is heavily laboratory-concentrated with half of the course emphasizing realistic problem-solving math labs and hands-on hardware labs.

2) Applied Mathematics: this course was first introduced in 1988 and is currently used by 30,000 students. The key aspects of this course are:
a. An integrated set of instructional materials that provides video instruction, work form printed materials, hands-on laboratory experience that involves extensive measurement, and practical problem solving activities in agriculture, health occupations, home economics, business and marketing, and industrial technology.
b. It is based on an integrated presentation of topics in arithmetic, algebra, geometry, probability, estimation, problem-solving, and statistical process control.
c. It is oriented toward application and practice of mathematical concepts and skills and practical, world-of-work problems.

3) Applied Communications: This class was introduced in 1988 and is a one-year course for students that provides the following skills:
a. It teaches communication, language-arts, and English skills as they related to the work place.
b. It sharpens reading, writing, listening, speaking, problem-solving, visual and nonverbal skills.
c. It features applications for agriculture, business and marketing, health occupations, home economics, technology, trade and industry.

4) Applied Biology/Chemistry: the last of the applied academics courses developed for high school students. Pilot-testing of first-year materials began in 1990 and the two year course will soon be available for use. Applied Biology/Chemistry follows the same pedagogical model as Principles of Technology. The components of this course are:
a. It consists of 12 units presenting scientific fundamentals of biology/chemistry, and it provides foundation for courses in technology, health, agribusiness, or home economics.
b. It integrates biology and chemistry as a unified teaching discipline.
c. It employs student activities that relate to work and other life experiences.
d. It can be used alone as a science or technology course or infused into existing science classes.
e. It provides materials suitable for high school students.

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In concluding the section on “applied academics, Pedrotti and Parks (1991) provide reasons that students, teachers, and employers will benefit from an applied academic curriculum. Students benefit in the following ways:

1) They receive a solid base of math, science, and communication principles.
2) Students build a foundation for post-secondary technical education programs.
3) They provide a broad knowledge base that ensures adaptability in a changing workforce.
4) Math, science, and communications courses are more accessible and less threatening to a large majority of learners.

In an applied academics program, teachers can benefit in the following ways:

1) The gap between academic and vocational education is bridged.
2) Academic principles are related to the practical world of business/industry.
3) Math, science, and communication are a more successful experience.

In addition, employers benefit from the applied academics approach because:

1) Entering workers acquire high level mathematics, science, and communications skills.
2) They can draw upon a work force that can be trained/retrained as the need arises.
3) Education and industry have forged a closer alliance.

Successful Integration Models at Other High Schools

Twenty-five high schools and two regional occupational programs have students enrolling at tech-prep programs at Fresno City College and Kings River Community College. In August, 1986, the Board of Trustees adopted a five year plan that would foster the creation of 2+2+2 (two years secondary, two year associate degree, and completion of a baccalaureate degree). The district’s goal was to “establish a high-school articulation plan which will facilitate the transition of students from high school to district colleges. The end result would be coordination of curricula between both educational institutions.

The focus of the State Center Community College District project was to develop an articulation project which could work for all high schools and vocational colleges across the district. Initially, the steering committee had to develop a clear definition of articulation and this concept was sold to vocational instructors at the high school, community college, and university level. The committee developed the following definition of articulation: “Articulation is a planned process linking two or more educational systems to help students make a smooth transition from the secondary level of occupational or academic training to the two-year or four-year post-secondary level without experiencing a delay or duplication of learning.”

The State Center Community College District TPAD program was a resounding success. Electronics, drafting, typing, keyboarding, and accounting were the subject areas targeted for the articulation project. However, the original project expanded to include 22 separate school districts, 29 different high schools, and two regional occupation programs. In addition, Fresno State University and Fresno Pacific College are active participants.
For the 2+2+2 program to succeed, the developers made sure that everyone would benefit from the articulation project. For the student, articulation minimized duplication, allowed him/her to earn college credit in high school, and provided incentives to continue on to community college and pursue advanced technical education. Instructors benefited because articulation meant knowing firsthand what programs are offered at other institutions. Instructors supported an integrated vocational program that encourages continuing education. Finally, educational institutions reap the advantages of a quality TPAD articulation program. The program allows for sharing of facilities/equipment. The sharing of equipment, staff, and facilities makes it easier to offer students “state of the art” technical programs.

In South Carolina, business and education leaders formed an alliance, and they launched the “2+2 tech-prep” concept. When the South Carolina TPAD program began in 1986, the program focused on the four following career-cluster areas:

1) Industrial/engineering technology
2) Business
3) Health
4) Public Service

Students enrolling in the above program would work to attain an associate degree in one of the four career clusters.

During the summer of 1989, Luna Vocational Technical Institute in New Mexico launched an innovative summer tech-prep program. The program targeted minority honor students who were pursuing post-secondary education in high-technology and energy-related careers.

Now I will provide an overview of the Luna Vocational Technical Institute’s 1990 and 1991 Tech-Prep programs. The first technical program featured the participation of 22 high school students. The above students completed Principles of Technology, an applied physics course. They also had the chance to enroll in the following courses: computer programming, electronics, drafting and design, and laser/electro-optics. Minority students with an interest in technology
were the targeted student population. Graduates of the summer program received credit toward an Associate Degree in Applied Science.

In the summer of 1991, the second year of New Mexico’s Tech-Prep program, student enrollment doubled to include 57 students. Most students enrolled in Principles of Technology, but returning students enrolled in Unified Technical Concepts (applied physics class for technicians). In addition, students could take an additional elective. Upon completion of the session, students earned full high school credit in math, electronics, computer drafting, computer programming, and laser electro-optics.

It is clear that TPAD programs are a concrete illustration of the successful integration of coational and academic education. I have examined the following TPAD programs:

1) The 2+2+2 California TPAD program
2) The North Carolina 2+2 TPAD Program
3) New Mexico’s Summer TPAD program

In developing an innovative TPAD program, business and education must forge an alliance to address the needs of students of their communities.

Reactions to TPAD Programs

Mr. Charles Rouse offers a ringing endorsement of the tech-prep associate degree program. He supports a TPAD program for the following reasons:

1) 50% of the skills, knowledge, and requirements that comprise a technical specialty will change every three to four years. Tech prep programs with their applied academics and path into post-secondary technical programs provide students with a firm but flexible foundation.
2) Tech-prep is targeted at the “neglected majority,” those students who can complete post-secondary work but will not pursue a university program.
3) Upon graduation, students are better equipped for entry-level employment.
4) Tech-prep high school graduates are better equipped to continue their education in a voc-tech school or community college program.

Mr. Cecil Phillips, a community college faculty member, believes that a tech-prep program accomplishes several things:

1) It improves the quality of instruction the student receives.
2) It increases the number of options available to students either through education or through work.
3) It makes the transition from one instructional level to another easier for students.
4) Students are offered a coordinated comprehensive curriculum based on business and industry input.

Mrs. Harriet Palmer, a public school teacher, sees a tech-prep program as offering numerous advantages to non-college bound students. From Mrs. Palmer’s perspective, the advantages of a tech-prep program are:

1) The hands-on approach and the everyday applications of courses such as Principles of Technology make concepts more relevant to students.
2) Students learn to work collaboratively in cooperative small groups. The hands-on orientation facilitates the development of students’ decision-making skills.
3) The expectations for tech-prep students are as high as those for college prep students; only the emphasis is different.
4) Students in a TPAD program also develop problem solving skills so vital in our increasingly sophisticated society.

Ms. Sue Shields, a school counselor, believes the Tech-prep Associate Degree Program is the type of reform our educational institutions need. She advocates implementation of TPAD because:

1) TPAD programs provide a good planning tool for counselors to motivate students to remain in school.
2) TPAD programs offer counselors the option of prescriptive programming.
3) High school curricula are updated and matched with employer needs.
4) Programs provide exposure to contemporary careers—a must for high school students.
5) The applied academics approach is good for students who learn best where they apply their knowledge.
6) TPAD programs are relevant to students’ futures and they offer students exposure to the world of work. Students are provided the prerequisite of job-readiness skills.
7) TPAD programs help build student self-esteem by developing specific competencies in their chosen occupations.

Summary

Norton Grubb, Director for the National Center of Research in Vocational Education, has led the call for the integration of academic and vocational education. Leaders of business and industry agree on the main characteristics of employability. The primary characteristics of employability are as follows:

1) Proficiency in science, math, and English language skills.
2) The ability to apply academic skills to employment settings.
3) Desirable work attitudes/habits such as dependability and responsibility.
4) Good interpersonal, communication, problem solving, and decision making skills.
5) Knowledge about careers, career planning and job-seeking skills.
6) The ability to adapt to change.

Educational administrators, teachers, counselors and business leaders advocate implementation of tech-prep programs. A tech-prep associate degree program is the most effective strategy to restructure vocational education. In a TPAD program, the primary employability characteristics are addressed. With adoption of a tech-prep associate degree program, the “neglected majority” of students will receive the education/skills necessary to compete for employment in an increasingly technological society.

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