Abstract

Partnership Academies have demonstrated an ability to shelter students from indifferent school environments, provide a social support system of teachers and peers, and promote academic achievement, but do they affect student high school outcomes thus ensuring college and career readiness for more students? This case study research explored a high school class cohort's academic, behavioral and high school completion status by utilizing a treatment group of academy students and a comparison group of non-academy students. School research exploring the effects of learning environs that provide students with qualitative educational benefits while, at the same time addressing their achievement and preparation for their futures quantitatively, is valuable to educators, potential employers and society as a whole.

The study found that students within academies experienced outcome differences in academics, behaviors and graduation status. The results of this case study illustrate in descriptive terms that academy students' educational outcomes are impacted by their participation.

Introduction

High School educators in the United States have been charged with an enormous task in society. Not only must their institutions provide a sound educational environment for their students, but also they must do this essential task amidst growing political and societal pressures. Buffeted from all sides, American secondary schools are striving to come to terms with their responsibility to retain their charges but also to raise their level of achievement so that young people can be assured access to every future opportunity.

From achievement levels to school persistence to post secondary opportunities, the potential impact of social conditions on positive school experiences is great. Particularly in light of societal needs, school administrators and teachers serving the diversity of U.S. student populations are addressing the nature of learning with a much more holistic approach.

Education researchers have been able to associate about 25 percent of the variation in student achievement with the influences of schools. The other 75 percent results from differences in the educational habits and attitudes (social capital) that children get from their families, their communities and their peers (Rothstein, 2000, p. 86). Therefore it can be followed that achievement can be affected through expenditures to improve the social capital of at-risk students by parlaying opportunity costs of dollars spent in schools and other institutions.

Key school resources that can be targeted to address disadvantaged student needs include differential pay scales to attract highly skilled teachers to at-risk schools as well as mentor teachers to assist in inner-city schools (Rothstein, 2000); smaller class sizes (Kroeger, 1997); pre-kindergarten programs beginning at age four; summer school (Heyns, 1987); and downsizing of large, urban schools to prevent student anonymity and create communities for learning (Steifel, 1998). These are all potential interventions in the war against social conditions that place the nation's youth at risk in large urban high school settings.

Educational administrators are increasingly aware of deleterious effects of large schools on students from low socio-economic status backrounds. As a result, innovators have sought new school structures to combat the well-documented influences of large schools. Welburn (1999) maintains that an academy model is a highly feasible way to downsize schools and has become a fast growing school reform.

Lynch (2000a) reinforced this message when his themed paper that was derived from his work with the United States Department of Education, Office of Vocational and Adult Education identified high school reform as one of the primary directions for career and technical education. Lynch went further to name six components of high school career technology in the next decade and contained on this list were career academies. He deemed academies appropriate as they are consistent with the principles of school improvement and reform (Lynch, 2000a).

Through a review of evaluative academy studies, Lynch (2000a) found five components to successful academies. These included clusters of students who share classes and teachers daily, depth and breadth of academic classes meeting graduation and college entrance requirements, career and technical major courses, work based learning infused in the curriculum, and business persons serving as advisors (Lynch, 2000b).

Through his evaluation and multiple studies of academies, Kemple & Snipes (2000) provide an often used definition of academies. The key features of academies are small learning communities, career theme to combine academic curriculum with career related courses and employer partnerships to support career awareness and development activities (Kemple & Snipes, 2000).

The 1985 legislation that established academies provides the definitive California definition highly applicable to this study: a "partnership academy" is a learning environment that encompasses three basic components¬¬–small learning community (slc), college preparatory, career themed curriculum with a common core of teachers, and partnerships with businesses and agencies (California Department of Education, 2001).

Literature Review

The literature review that follows is organized into the three major academy components: Small learning communities, career themed curriculum with a common set of teachers and partnerships with businesses. These components are directly related to the findings of this study.

In the realm of small learning communities, the preponderance of data reveals that having a committed group of adults who care about children can and does make a positive difference in these students’ lives. When groups of school stakeholders were asked how career academies support students, academy students were more likely than their non-academy counterparts to report that their teachers give them personalized attention and have high expectations of them. These students were also more likely to see their classmates as being engaged in school and to work with them on school projects and assignments. In general, these findings suggest that the structural features of the academy offer students a greater degree of support from teachers and peers than is available to similar students (Kemple, 1997).

Students within academies also felt teachers had high expectations and their peers were interested in school and cooperated in learning. Personal support enhanced motivation and increased the connections between school-based learning and longer-term education and career interests. Most academy students were highly engaged in school, although not more so than non-academy students. Kerka (2000) found that for students who feel alienated from school, the impact of a caring learning community on their reengagement was crucial.

Maxwell (1997) noted that academies motivated students who were previously disengaged from schooling. These students often blossomed after entering the program. Enthusiasm was evident for teachers in the program, how patiently they worked through challenges, and how much pride they showed as they relayed stories.

Newmann and Wehlage (1993) articulated a framework for authentic instruction that had at its center the ability to affect student achievement through social support. Social support was deemed high when the class was characterized by high expectations, mutual respect, and assistance in achievement for all students (Newmann & Wehlage, 1993).

Academies shelter students from hostile or indifferent school environments and give a social support system of teachers and peers. The appreciation of and loyalty to the “community” of the more effective academies is very significant and clearly contributes to positive outcomes. Students, teachers, academy directors and principals consistently praise the virtues of the small learning community provided by the career academy (Kemple & Rock, 1996). Partnership Academies meet all of Cahill and Pitts’ (1997) lists for best practices supporting youth development including opportunities for contribution, caring and trusting relationships, high expectations, engaging activities and continuity (Cahill & Pitts, 1997).

Considering the second key component of academies where a common core of academic and career and technical educators provide instruction, general research is plentiful but quantitative findings are scarce. One such rare finding emanated from the Manpower Demonstration Research Corporation’s (MDRC) Career Academies Evaluation (CAE) longitudinal academy study (Kemple, 1997). Baseline and outcome data at nine sites and from 1700 diverse students were obtained through survey questionnaires, school records data, a standardized test and post-high school follow-up surveys. Three groups were formed including those at the highest risk of school failure; those who entered doing well; and those who were unlikely to drop out but were at some risk of doing poorly. The CAE compared students who were selected to enroll in a career academy with students who also applied but were not selected. The CAE research data revealed that among students at highest risk of school failure, career academies significantly cut dropout rates and increased attendance rates, credits earned toward graduation and preparation for post-secondary education. Nearly one-third of the high-risk non-academy students in their study dropped out of high school and only about one quarter had earned enough credits to meet graduation requirements by the 12th grade (Kemple & Snipes, 2000).

A study measuring progress over four years with a particular cohort demonstrated persistence towards graduation. On the measures of attendance, credits earned and grade point average, student performance improved all three years that they were in the program (Warren, 1998). In addition for academy cohort members at greatest risk academies made the difference.

The relative impact of career academies on knowledge and skills acquired in urban public high schools was examined through an analysis of single-district and national databases. The data analyses established that career academies had the potential for increasing aggregate educational attainment at a level of those students on the academic track (Maxwell, 1997).

Finally for the third component of academies, business partnerships that prepare students with employment readiness, much literature illustrates the effect that academy experiences have on students. The literature base examined begins with illustrating that curriculum preparing students for the world of work appears to be effective.

Conroy (1998) emphasized the need to maximize individual and collective human potential through assisting students in sound decision-making for their future. The study that examined the relationships of gender and program of enrollment to adolescents’ occupational and educational aspirations found unrealistic expectations. Conroy (1998) suggested that students should be exposed early in their education to job awareness and exploration and labor market data. In addition aptitudes and interests should be individually gauged for students as they engage in experiential career opportunities (Conroy, 1998).

Lynch, Smith and Rojewski (1994) put forth the need for change in vocational teacher education as they recognized the changes in the workplace and the increasing knowledge base of teaching and learning. They emphasized teachers becoming more familiar with their students. They laid the foundation for a model of work-based teacher education that includes standards of knowledge and assessment (Lynch et al., 1994).

Stern (1999) found that academies show students the relationships among their academic subjects and careers. Academies also linked the high school to local employers, the student’s family, community, and higher education by making high school more meaningful. The study found that academies motivate, increase achievement, and provide a bridge to adulthood.

Maxwell (2000) reviewed the overall effects of career academies and their environment, resources and participants. Multivariate findings from the quantitative analysis were used to assess the impact of the academy on post-secondary education and labor market outcomes. Maxwell’s study demonstrated that career academies were effective at facilitating post-secondary educational success for students (Maxwell, 2000).

An analysis, completed by the University of California, Berkeley (UC Berkeley), of 33 academies found that the career academy model positively affected student matriculation to a four-year university. Career academies increased the probability that students would attend post-secondary education, improved academic achievement levels, decreased the need for remediation in English at the university, and increased the probability of graduating (Rubin, 2002).

Specific indicators from the UC Berkeley study (Rubin, 2002) that were notable were the rise in grade point average (GPA) for all study participants. Of special note was the crossing of the critical threshold for African American and Latino males where they improved from a D to a C average thus greatly enhancing post-secondary opportunities for these students (Rubin, 2002).

Smith’s (2002) study undertook an investigation to assess whether academy programs assist students to complete courses that are required for graduation from high school or entry into college. This study had participant commonalities of urban areas and diverse population with the study found in this author’s study. Findings revealed that academies through their focus on graduation did not hinder students from meeting requirements (Smith, 2002).

Purpose

The purpose of the case study was to describe the differences for students as they participated in one school's Partnership Academy programs. The study sought to describe the effects on student achievement of participation in a California Partnership Academy (CPA). A description of the impact of the intervention could be developed by examining CPA students and non-participants.

To determine the influence of the CPA on student outcomes, this investigation utilized a case study approach. The study focused on one racially and culturally diverse high school that houses two CPA academies and shall be known for the purpose of this study as North High School (NHS). The two academies were named Academy A (Agriculture) and B (Business). Each academy closely adhered to the CPA model of a common set of teachers delivering a core academic curriculum with a career and technical education focus in the two aforementioned fields. In addition each program followed similar student recruitment and screening processes to form their academy. The academies also had the third commonality of partnerships with local employers. In addition each academy extended their partnerships to include the participation in career and technical student organizations (CTSOs). For Academy A, this was the Future Farmers of America (FFA) and for Academy B, this was the Future Business Leaders of America (FBLA).

A review of literature conducted by Zirkle (2003) found that individual CTSOs had been examined for their effects on student achievement, however comprehensive studies of CTSOs had yet to be completed. Gordon (2003) found that that CTSOs are supported because of their role in career, leadership and personal development of students, however Zirkle recommended that support for CTSOs would only continue if data could be supplied.

Research Question

This study focused on one research question with three parts: How did the California Partnership Academy (CPA) programs affect students within the school in the following three school related indicator areas: (1) academic, (2) behavioral, and (3) graduation outcome (GO)?

Context of the Study

The study took place at North High School (NHS), comprised of 2,355 students. This large suburban northern California school has two academies. The 2004 graduating class at NHS consisted of 429 students after having started as a 9th grade cohort of 655 students.

Academy students began their participation at the 10th grade. The 2004 NHS 10th grade cohort consisted of 553 students. The 10th grade beginning cohort of each academy was 64 and 60 respectively in the 2001-2002 school year. Cohorts A and B were followed utilizing archival data into their junior year when they had 59 and 58 students. In their senior year Academy A graduated 44 students and Academy B 54 of its members. The initial 429 general education students demonstrated a holding power of 290 in their 11th grade year and 212 graduates.

The student population at NHS is similar to many urban schools across the nation providing for a representative population. While these participants were diverse from an ethnic and socioeconomic standpoint, they potentially shared a common community based experience with others throughout the CPA network of schools.

Methods

Design of Study

The researchers used the positivist approach to this descriptive case study. This approach was determined appropriate to explore this situation because the intervention had no single set of outcomes (Yin, 1994). Further, Yin (2003) has argued the case study technique is often used to understand complex social phenomena. In this case, the complex social phenomena were student participation in a partnership academy and the influences this had on school outcomes.

This study used school district archival data for the prior three years. To ascertain these outcomes, archival transcript data were analyzed for the class of 2004 for the following years: (a) 2001-2002, (b) 2002-2003, and (c) 2003-2004. Yin (1994) has stressed that it is incumbent on researchers to make case study data conducive to statistical analysis by coding events into numerical form.

Population

This study's population was 553 tenth grade students registered at NHS in 2001-2002. At the time of the study these students were aged 18 years or more. The mean age the diverse participants was 18.16 years (SD = .3932) and had 285 males and 268 females.

One hundred twenty-four of these students were involved in one of two CPAs housed on the campus. Forty-eight of these students were male and 76 were female. Four hundred twenty nine students comprised the comparison group of students with 237 males and 192 females. Ethnic distribution is shown in Table 1.

Data Analysis

Archival and survey data were analyzed using the SPSS-Macintosh 10 version computer software program. Frequency counts, percentages, Chi Squares, t-tests, ANOVAs, Scheffe post hocs, means and standard deviations were used to describe data. Findings from statistical tests were used as a decision rule for declaring differences between academy participants and non-participants. As this study was a census, statistical tests assisted in decision making and examining in detail, not for inferential purposes.

Decision criteria were used to determine which findings to report. Although small differences existed in many of the archival data categories, a “big picture” approach was determined appropriate to report findings of most import. A threshold of differences greater than 5.9% was set as an analytical tool for the majority of findings.

Limitations of the Study

There are two important limitations to this study. First as with most case studies, the present study’s findings cannot be generalized to the population at large. Borrowing from the qualitative research paradigm, however, the authors argue particulars described in this case are transferable to other school-based settings that are considering or using academies.

A second limitation is the fact that a causal relationship between participation in the academy and student outcomes cannot be discerned and applied. Although no cause and effect explanation was sought as a result of this study, the authors were aware of potential confounding variables. One such variable included that study participants were engaged in other school activities that can be likened to the academy model. In the area of suspensions and graduate outcome, differences could be explained by other factors. Realizing that schools also exist in context of a larger community of family and society, these influences can often affect the transiency and motivation for students.

Findings

Research Question: How did the California Partnership Academy programs affect students within the school in the following three school related indicator areas: (a) academic, (b) behavioral, and (c) graduation outcome (GO)? In order to examine the California Partnership Academy programs effect on student outcomes, a school related indicator was selected for each of the three areas. For the academic arena, GPA was utilized and a three year means was calculated. For the behavioral component, suspension incidences were used with a three year calculated means. Each of these measures was subjected to Cronbach’s alpha to test for reliability. The score for GPA was .9548 and the score for suspension was .5253.

The graduation outcome was determined through a nominal scale of one through four that was derived from transcript review. One on that scale was failure to complete high school, two was high school in progress, three was moved or graduated from an alternative school and four was graduated on time from a comprehensive high school.

Means were compared for two of the school related indicators. In the area of GPA, academy students demonstrated a three-year average GPA of 2.72 (SD = .696). Non-academy students achieved a three-year average GPA of 2.32 (SD = 1.10). The GPA for academy students of 2.72 was higher than that of non-academy students at 2.32. The lower standard deviation demonstrated that academy students had a greater tendency to move towards the mean.

Means were also calculated on suspension incidences over the three-year period. For the academy students, a means of .105 (SD = .249) occurred. For the non-academy students, a means of .190 (SD = .387) was the result. The total mean number of suspensions for academy students was .105, a value smaller than the .190 mean number of suspensions for non-academy students.

On the one to four scale of graduation outcome, percentages were calculated and differences were noted. In examining the academy population, 2.4% failed to complete high school, 4.8% were engaged in ongoing high school education, 5.6% moved or graduated from an alternative school and 87.1% graduated from a comprehensive high school. By contrast, 16.1% of the general population failed to complete high school, 10.7% were engaged in ongoing high school education, 11.7% moved or were graduated from an alternative school and 61.5% graduated from a comprehensive high school.

In the academic arena, GPA was selected as an indicator. An ANOVA demonstrated that difference between academy and non-academy populations was significant at a less than .001 level. A comparison of means also illustrated numerically that academy students over a three-year period had a GPA of 2.7 as compared to non-academy students at a 2.3 GPA.

In the behavioral context, incidence of suspensions was utilized as the comparison. Using the question as a basis that suspension rate would be differentiated between populations as a result of academy participation, data were extracted that substantiated the finding. From ANOVA results it was demonstrated that a significant difference in populations was present at .022. It was substantiated further through comparison of means that academy students experienced a lower suspension rate than non-academy students. By calculating means, it was further substantiated that academy students had an average of .105 suspensions. For the non-academy students, a means of .190 of suspension incidences occurred.

For graduation outcome, a nominal one through four scale was implemented to address the question. Again utilizing an ANOVA, it was substantiated that a significant difference existed between populations at less than .001. Contrasting the academy with the non-academy populations at NHS on graduation outcome was accomplished through percentage calculations. Differences were noted between populations. An increased number of students reached graduation status as members of the academy than those within the non-academy population. This difference translated into 92.7% of the academy students reaching graduation as compared to 73.2% of the non-academy students. Student populations engaged in ongoing high school completion was 4.8% for the academy population and 10.7% for the non-academy population.

An ANOVA illustrated the results of academy participation on school related indicators (see Table 2). In the arena of GPA, differential between populations was significant at less than .001. The significance level of suspensions between populations was also significant at .022. Graduation outcome was significantly different between groups at less than .001.

Student ethnic groups were disaggregated to note any differences by comparing the treatment group of academy participants to the comparison group of general NHS non-academy participants (see Table 3). In examining ethnicity distribution, the four largest ethnic groups were examined which included African American, Asian, Hispanic and White.

Significant differences were found between academy and non-academy participants within different student demographic groups. Within the area of GPA, differences between groups were found to be significant amongst the African American and Hispanic population groups while the Asian population group was approaching significance at .056.

In examining suspensions, significant differences were found with the African American population group at .013. Approaching significance was the Hispanic subgroup at .063. For graduation outcome each of the four subgroups achieved significance.

Utilizing an ANOVA with a post hoc Scheffe test, results for student subgroups were disaggregated. Through examination of the four largest ethnic groups of African American, Asian, Hispanic and White, significant differences between populations were found (see Table 2). Academy participants also demonstrated higher means via descriptive statistic tests in GPA and graduation outcome and lower means in suspension incidences in most groups. The academy population illustrated lower standard deviations in most means comparisons of subgroups.

It was apparent from the data that population subgroups performed differently within the academy and non-academy environments. Areas of note from the study were the difference in GPAs between the African American academy and non-academy populations. From a 1.92 to a 2.60 made the difference between a D letter grade point average to a C. The Hispanic academy and non-academy populations demonstrated similar gains in GPA from a 1.80 to a 2.35.

In the area of suspensions, the African American population demonstrated the most statistically significant difference at .013. Their suspension incidence rate between populations dropped from .273 to .071. It was determined that CPA programs positively affected students within the school. In the three areas of GPA, suspension incidence and graduation outcome, academy participants demonstrated improved indicators at a statistically significant level.

The employment of descriptive statistics did much to add to the overall findings. When each school-wide indicator was compared, the academy students revealed greater connectivity to school through academic measures. The academy students illustrated higher GPA means with lower standard deviations. The academy students were suspended at a reduced rate to non-academy students. Finally the academy students demonstrated greater persistence towards graduation at NHS with more graduates completing at their home high school.

Conclusions, Recommendations, and Implications

Although this study was limited to one northern California high school, the research methodology was compatible in reaching the study's objectives. Data acquired from study participants enabled comparison of academy and non-academy students.

The case study nature of this investigation cannot cite cause and effect for the gains in achievement that occurred in the observed populations. Further this study only looked at one group of students over a three-year period. However, sense of community cannot be discounted as a contributing factor to achievement.

Although a collection of anecdotal information existed on the results of small learning community participation for students, limited empirical data were in existence. Another purpose of the study was to add to the database through quantitative measures.

Limited differences existed in student outcome data, however this study illustrated that student outcomes were not compromised and given the social gains in community there were intrinsic benefits. In addition there was a perceived confidence level for students in looking towards their future as a result of academy participation. In this same context, it appears that smaller settings do generate higher levels of community for students.

Equitable education for all students is a legal requirement as mandated by Titles VI, IX, and Section 504 of the Civil Rights Act. But more importantly it is a moral imperative for our society to provide educational improvement for all students. Academies made the difference in two student subgroups that often experience the greatest academic achievement gap in schools: Hispanic and African American. Implementing academies within diverse high school settings would appear from the results of this study to have the greatest merit.

In order for high schools to achieve multiple roles in U.S. society while completing their mission of providing a quality educational experience for every child, schools have often felt compelled to adopt the newest reform. Regularly such endeavors prove to be fads only adding another temporary layer to what schools do rather than truly affecting student achievement.

Because the academy model seems to be the most feasible downsizing option of small learning communities, it has become one of the fastest growing school reforms (Welburn, 1999; McRobbie, 2001). Particularly during this age of transforming the learning environment to provide for gains in student outcomes, the academy model appears to be worth an investigation.

While it is important for administrators and, for that matter, all educators to enhance student academic performance, equal attention must be paid to the implementation of programs that prepare youth to develop college and work readiness skills so that ultimately students will be contributing members of society. This research demonstrates that academies can provide higher numbers of all students as well as academically at risk students with greater post secondary opportunities. Hopefully this research will provide new knowledge with respect to school program interventions that can contribute holistically to children preparing them academically, socially and economically for their futures. Armed with that knowledge on the contributions of partnership academies, policy makers should be better armed to promote career and technical preparation programs and legislators will be poised to fund more of these student opportunities.

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Sheila Folan is an Agriculture Teacher in Sacramento, California and a Graduate Student in the Joint Doctoral Program in Educational Leadership at University of California, Davis and California State, Fresno. Cary J. Trexler is Assistant Professor of Agricultural Education in the School of Education at University of California, Davis in Davis California.