Running head: CAREER EDUCATION FOR AT-RISK TEENS

Career Education for At-Risk Teens

Sarah McGhehey
Chadron State College

March 12, 2016

CARRER EDUCATION FOR AT-RISK TEENS

Abstract
Based on multiple studies of at-risk teens, career and technical education is explored as
a possible intervention strategy. The correlation of the two will be examined by defining the term
at-risk and how it applies to high school students as well as defining participation in career
education programs. The impact that these programs have on at-risk students will infer that this
programming should be seriously considered as an intervention strategy for dropout prevention.
The studies showed that getting students involved in the educational process and planning for
future careers and education can reengage students in the classroom and reduce the chance of
these individuals dropping out. The studies also showed that students are highly likely to be
successful after graduation in reached.

CARRER EDUCATION FOR AT-RISK TEENS

Table of Contents
Introduction

Statement on the problem

Review of related literature

Summary

12

Statement of hypothesis

12

References

13

CARRER EDUCATION FOR AT-RISK TEENS

Career Education for At-Risk Teens

There are many characteristics that qualify students as being at-risk. Being categorized as
an at-risk student indicates that the individual is likely to fail academically and drop out of
high school. Dropping out of high school is paired with many individual and social costs, which
include chronic unemployment and underemployment, higher rates of criminal involvement,
greater health problems, and greater dependence on welfare and other public benefit programs
(Malloy, Sundar, Hagner, Pierias, & Viet, 2010).
Gates Foundation sponsored a study in 2006 that indicated a recent increase in high
school dropout rates. This same study showed that minority students, such as Hispanics, African
Americans, and Native Americans, approach a nearly 50% dropout rate. In addition to minorities,
students who come from poor households and students who are English language learners are far
more likely to dropout than students who do not experience these factors. Finally, students with
both learning and emotional disabilities account for 35-60 percent of high school dropouts
(Malloy et al., 2010).
Interventions must occur to decrease the national dropout rate, as well as bridge the gap
between minority students, poor students, English language learners, students with disabilities,
and students without these factors. Intervention programming is necessary to enable all students
to be successful, regardless of uncontrollable circumstances (Malloy et al., 2010).
Statement of Problem
The purpose of this study is to determine if career and technical education (CTE)
programs directly correlate with graduation rates and post-secondary enrollment of at-risk
students. To be considered enrolled in a career education program, students must have at least
one CTE program of study. The program or programs of study must include coherent and

CARRER EDUCATION FOR AT-RISK TEENS

rigorous academic content aligned with relevant career and technical content (Aliaga, Kotamraju,
& Stone, 2014). The term at-risk stipulates that the individual is likely to fail academically and
drop out of high school (Malloy et al., 2010).
Review of Related Literature
In order to determine if career education programs directly correlate with graduation of
at-risk students, defining who is a high school participant in career and technical education is
vital. Historically, there have been different and inconsistent ways in which state and local
policy-makers, administrators, and researchers classify students who enroll in CTE coursework
(Aliaga, Kotamraju, & Stone, 2014). Vocational education was integrated into high school
curriculum with the proposal and passing of the Smith-Hughes Act of 1917. Vocational programs
were implemented in order to prepare students with the technical skills needed to train workers
in agriculture, manufacturing, and home economics. This was seen as programming for the less
academically-abled student and thus was less useful for most high school students. The path of
CTE soon was influenced by this perspective, with federal legislation adding requirements for
vocational education in the 1970s and eighties (Aliaga, Kotamraju, & Stone, 2014).
The current federal funding support for career related education is the Carl D. Perkins
Career and Technical Education Improvement Act of 2006, requiring schools that receive this
funding are obligated to provide students with at least one CTE program of study. The program
or programs of study must include coherent and rigorous academic content aligned with relevant
career and technical content (Aliaga, Kotamraju, & Stone, 2014).
Choi, Kim, and Kim (2015) stated that career preparation and meeting academic goals are
important tasks for adolescents that influence their future and social adaptation and well-being.
Adolescents must explore future career options to implement career plans based on their

CARRER EDUCATION FOR AT-RISK TEENS

interests, aptitudes, and values. The main goal of school counseling is to help high school
students understand the connection between their academic achievements and potential career.
This leads to a necessary development of career education and career counseling for all high
school students (Choi, Kim, & Kim, 2015).
According to Choi, Kim, and Kim (2015), the career academic counseling teacher
motivates students to be successful in school by helping them understand the connection between
their education planning and career development. The teacher created plans which implemented
educational and career planning programs to promote students career awareness and social skills
while supporting appropriate career development. This study showed that student career
preparation enhances active school engagement and academic achievement. This study also
suggests that career development services for adolescents allow them to recognize the necessity
of career development skills (e.g., goal setting, social and prosocial skills, self-regulated
learning) and motivational approaches for use in the present and future (Choi, Kim, & Kim,
2015).
Choi, Kim, and Kim (2015) presented separate but interrelated integrated contextual
model (ICM) tasks comprised of six career development skills: (a) developing positive careerrelated self-efficacy; (b) forming a vocational identity; (c) learning effective social, prosocial,
and work readiness; (d) gaining a better understanding of oneself to the world of work; (e)
forming personally valued vocational interests; and (f) empowering all students to achieve
academically and become self-regulated learners. Accordingly, promoting career development
skills in adolescents through career intervention leads to vocation-related outcomes, such as
academic achievement, problem-solving orientation, adaptability, and flexibility (Choi, Kim, &
Kim, 2015).

CARRER EDUCATION FOR AT-RISK TEENS

The study that was conducted by Choi, Kim, and Kim (2015) examined the influence of
participation in career education interventions on career development skills and school success in
a South Korean high school over a two-year period. They identified the facilitative role of
various career interventions for the holistic development of these high school students (Choi,
Kim, & Kim, 2015).
South Korean students were categorized into six career intervention classes based on their
degree of experience in various types of career education. Each class, explored through latent
class analysis, reflected both how many high school students experienced the career education
programs as well as the types of education interventions in which they participated. The study
results revealed that the more times students participated in various career education
interventions, the more their career development skills matured and they became more certain
about the future of their careers; in turn, this led to greater school success (Choi, Kim, & Kim,
2015).
Another study that was conducted from 2003 to 2005 used career education, along with
other intervention methods, to specifically target at-risk students (Malloy, Sundar, Hagner,
Pierias, & Viet, 2010). Malloy, Sundar, Hagner, Pierias, and Viet (2010) prepared a study of 46
at-risk students from two high school communities to determine the efficacy of the RENEW
(Rehabilitation, Empowerment, Natural supports, Education and Work) model. Students were
picked based on five categories that considered them at-risk: (a) students who were significantly
below grade level based on credits earned, (b) students exhibiting significant behavior issues, (c)
students reentering school from an alternative program, juvenile justice placement, or treatment
program, (d) students who were unable to attend classes in a traditional setting due to social,

CARRER EDUCATION FOR AT-RISK TEENS

behavioral, or academic reasons, or (e) students who were recent (within the last year) high
school dropouts (Malloy et al., 2010).
The RENEW model was designed to create trusting relationships with adult educators,
self-determined behaviors, and career related plans. The eight strategies used were (a) personal
future planning, (b) individualized team development and wraparound service, (c) individualized
resource development (d) flexible education programming, (e) individualized school-to-career
planning, (f) employment, (g) mentoring, and (h) connections to community based resources and
networks (Malloy et al., 2010).
To measure progress, the study used the CAFAS (Child and Adolescent Functional
Assessment Scale) instrument. This instrument tracked school and work environments, home,
community participation, behavior toward others, moods and emotions, self-harmful behavior,
substance use, and thinking. Each subscale contains behavioral descriptors that are rated
according to the level of impairment, resulting in a numerical score for each item listed above.
The items were grouped by four levels of severity: severe (severe disruption of incapacitations),
moderate (persistent disruption or major occasional disruption of functioning), mild (significant
problems or distress), and minimal or no impairment (no disruption of functioning). The scores
associated with the levels are 30, 20, 10, and 0, respectively. Data collection consisted of a 30minute parent interview and a 15-minute student interview. The interviews were conducted at the
time of enrollment, after six months, and again after one year of involvement with RENEW
services (Malloy et al., 2010).
The before and after results of the students tracked were significant, showing this process
was very successful in helping at-risk students become more successful in high school and
lowering the dropout rate at each of the two high schools involved in this study. There was also a

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significant main effect of RENEW participation on students behavioral functioning and the eight
subscales tracked (Malloy et al., 2010).
Malloys study (2010) had a second phase which involved an illustrative case study of a
single participants. Project staff selected an example of a participant who demonstrated the
implementation of key features of RENEW, such as alternative education planning and the
importance of linking school to career interests, who was particularly disengaged from school
upon enrollment and had attained significant benchmarks such as graduation or promotion to the
next grade through the course of the project. Malloy and his researchers used an in-depth case
study analysis method (Malloy et al. 2010).
The case study participant was a 17 year old female they called Chrissy, who was referred
to the program by her guidance counselor. This student had very few credits toward graduation,
had missed a significant number of school days, and had few friends. She was described by her
counselor as a very bright girl with a lot of behavior issuesshes from a dysfunctional home.
She was also described as confrontational by teachers, counselors, and administrators. Chrissys
history consisted of parental separation at age four, moving frequently, abusive relationships with
boyfriends, the loss of a friend to suicide, molestation as a child, and involvement with drugs
from a young age. She described herself as having low self-esteem, shy around new people, not
good when it came to goal setting, and having poor time management skills. Her dreams were to
be skinny, go to college to become either a psychologist or dental hygienist, have a family, and
live on a farm where she could enjoy peace and space. Obstacles recognized by Chrissy
included, poor friend choice, drug use, and low self-esteem. The four goals Chrissy and her
facilitator came up with were to be successful in high school, go to college, get a job, and
increase her self-esteem (Malloy et al., 2010).

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The RENEW facilitator developed a detailed plan based on Chrissys goals and support
needs, which included attaining the credits she needed to graduate. She accomplished each of her
four individual goals in the subsequent two years. Throughout Chrissys high school career she
had to go back to the drawing board numerous times to tweak what wasnt working.
Individualized resource development and flexible educational programming utilized during this
process included the Jobs for Americas Graduates (JAGS) program (a U.S. Department of labor
program to help low-income youth with employment and career development), Nova Net credit
recovery (a computer-based program that allows students to gain credit in a variety of subject
areas), Peer Mediation, the schools Student Assistance Program, home tutoring, and an
alternative placement in order to stay engaged in her high school program and complete the
requirements for a diploma. Flexible educational programming also included a correspondence
course and employment assistance that included arranging multiple job shadowing experiences
and informational interviews in order to explore and define her career interests (Malloy et al.,
2010).
During her senior year Chrissy attended the high schools winter carnival and went on the
senior field trip with some friends. She became less and less isolated from her fellow students
and she gained more confidence. In June, Chrissy graduated from high school and enrolled in
college for the fall. During the study interview, Chrissy reflected on why she had quit school,
noting that I didnt fit inthe other kids were into things that didnt interest me and I had no
friends here. No one seemed to care if I came to school so I just stopped going. When I sat down
to plan with Kate (the RENEW facilitator), I realized that I could do it, but I had to put my mind
to it. (Malloy et al., 2010)

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The CAFAS scores for Chrissy reflected her improvements in home and school
functioning across the three data collection points (before enrollment, six months into
enrollment, and one year into enrollment). Her scores in all eight subscales improved by the third
data collection point and clearly indicated the improvement in her functioning at school and in
her home (Malloy et al., 2010).
Castenello, Springfield, and Stone (2002) conducted research regarding career and
technical education reforms and the impact the reforms had on educational outcomes for at-risk
youth. The factors that the study considered when determining students to be labeled as at-risk
included poverty, minority status, family structure, and parent education. However, there is not
only one combination that causes school failure, and like-wise, not only one that ensures success.
The study, while considering the factors that brand youth as at-risk, focused on the multiple
career and technical education reforms that have affected these youth. Among these reforms are
technical preparation, curriculum integration, work-related experience, school-to-work programs,
high schools that work, career academies, career magnets, and career pathways (Castenello,
Springfield, & Stone, 2002).
In the research, the reform elements present in the strategies listed and researched have
been examined from the perspectives of researchers, school reformers, and policy advocates. The
consensus that emerged around the reform components resulted in increased students
involvement in learning. The evidence shows that students involvement in learning leads to
improved academic performance. One of the keys of comprehensive reform is relevance, which
helps keep students in school and interested. The studys results showed that the combination of
career and technical education with rigorous academics for all students is a reform model worth
considering. Together, these reform efforts can address the need that all students have for a solid

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academic education, as well as preparation for adult life, including work (Castenello, Springfield,
& Stone, 2002)

Summary
Many reform and intervention endeavors have occurred focusing on the efforts to
increase graduation rates of all students, specifically those students who are considered at-risk.
While many reform programs and strategies have been tested, involvement in career and
technical education programming shows great promise.
Statement of Hypothesis
The term at-risk is often used to describe students who are considered to have a higher
probability of failing academically or dropping out of school. This being said, it is hypothesized
that schools who offer career education programs will see an increase in graduation rates and in
post-secondary success.

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13

References
Aliaga, O.A., Kotamraju, P., & Stone, J.R. (2014). Understanding participation in secondary
career and technical education in the 21st Century: Implications for policy and practice.
High School Journal, 97, 128-158.
Anspoka, Z. A., & Lemesonoka, I. R. (2013). Career guidance for youth with social risk status.
Rural Environment. Education. Personality. (REEP). Proceedings Of The International
Scientific Conference (Latvia)
Balfanz, R., Bridgeland, J. M., Bruce, M., Fox, J. H., & Civic, E. (2013). Building a grad nation:
Progress and challenge in ending the high school dropout epidemic. Annual Update,
2013. Civic Enterprises
Castellano, M., Stringfield, S., Stone, J. I., & National Dissemination Center for Career and
Technical Education, C. O. (2002). Career and technical education reforms and
comprehensive school reforms in high schools: Their impact on education outcomes for
at-risk youth. The Highlight Zone: Research @ Work.
Choi, Y., Kim, J., & Kim, S. (2015). Career development and school success in adolescents: The
role of career interventions. Career Development Quarterly, 63(2), 171-186.
doi:10.1002/cdq.12012
Improved facilities for vocational education: Dropout rates to graduation coaches, prevention
efforts. (2011). Charleston Daily Mail
Malloy, J. M., Sundar, V., Hagner, D., Pierias, L., & Viet, T. (2010). The Efficacy of the RENEW
model: Individualized school-to-career services for youth at risk of school dropout.
Journal of At-Risk Issues, 15(2), 19-26