A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE PERCEIVED IMPACT OF VOCATIONAL CAREER ACADEMIES ON COMPREHENSIVE HIGH SCHOOLS IN THE STATE OF NEW JERSEY
Gina Marie Mateka, Ed. D.
March 27, 2001

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edited 6/20/01

 


ABSTRACT

The purpose of this study was to identify the perceived impact of the vocational career academy on comprehensive high schools in the state of New Jersey. The study was designed to evaluate the career academy reform strategy, as it pertains to the opinions and attitudes of superintendents/assistant superintendents, pnincipals/assistant principals and eighth grade guidance counselors affiliated with their county vocational-technical schools that incorporated the career academy model. The respondents represented six counties within the state of New Jersey and were surveyed as to what factors they perceived impacted on the comprehensive high school. Thus, the study examined how vocational education changes are influencing the local comprehensive high schools.

The evaluation investigated related literature pertaining to comprehensive high schools, vocational education trends, reform and legislation. Specifically, the study focused on New Jersey high school administrators and middle school counselors. The following research questions were examined in the perceptions of the respondents: (1) Do comprehensive high schools accept the career academy model? (2) To what extent does the level of knowledge and school type affiliation affect perceptions/attitudes toward career academies? (3) Are career academies perceived as draining sending comprehensive high schools of their best students? (4) Are career academies perceived as draining sending comprehensive high schools of their tax dollars?

A total of 6 county vocational-technical high schools, 55 comprehensive high schools and 55 middle/junior high schools were used as the sample. Of the 246 possible returns, 192 questionnaires were returned, along with 4 surveys indicating the respondent's choice not to participate in the study; representing an 80% return rate. The procedures of this study included a population of 56 sup erintendents/assistant superintendents, 90 high school principals/assistant principals, and 40 eighth grade guidance counselors who are partnered with vocational career academies in six of the twenty-one counties within the state of New Jersey.

A Likert Scale instrument was specifically developed to acquire the data for the study. It was then used to analyze the participant's responses as they related to career academies. The survey study was intended to evaluate the relationship between vocational career academies and their sending schools and to determine what influence vocational career academies are thought to have on reform efforts in comprehensive high schools in the state of New Jersey.

The data from the study indicated that high school administrators and eighth grade guidance counselors have certain beliefs about career academies that suggest that they do not accept the model. The data also revealed that school type affiliation impacted the perceptions and attitudes toward career academies while knowledge had a minimal effect. In addition, the career academy was perceived as draining sending comprehensive high schools of their best students and tax dollars.

Further research is needed on the career academy reform model and its defining characteristics as a school-within-a-school, which integrates a career theme and academics. It is also recommended to replicate the study across the nation where career academy programs are influencing high school reform.

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