Educational and Occupational Aspirations: Complementary ... · Sainz Milagros (Open University of Catalonia) Designing of Curricular Interventions Needed to Increase Educational and

Educational and Occupational

Aspirations: Complementary

Theoretical Perspectives and

Analytical Approaches

Boston University Slideshow Title Goes Here

Dropout and Opportunity Crisis

• Nationally, there are over 6.7 million out of school non-working youth between the ages of 16 and 24

• Collectively reduce the tax base across their lifetimes by $1.56 trillion while

• Adding an estimated $4.75 trillion in social costs.

Belfield, C. R., Levin, H. M. & Rosen, R. (2012). The economic value of opportunity youth. Civic Enterprises. Retrieved from: http://www.civicenterprises.net/MediaLibrary/Docs/econ_value_opportunity_youth.pdf.


High school graduates who fail to complete

a post-secondary training or degree program

are likely to have nearly identical financial

and occupational outcomes as high school

dropouts

Neild, R. C. & Boccanfuso, C. (2010). Using State unemployment

insurance to track student post-secondary outcomes. NASSP Bulletin,

94, 253-273.


Wisconsin Economic Future Tied to Career

Development

“Between 2010-2040, the number of senior residents in

Wisconsin will nearly double, increasing from 777,000 to

1,544,000.

Over the same time, our working age population will

grow from 3,570,000 to 3,585,000, an increase of 0.4%.”

Working age population increase: 15,000

Retirement age adults increase: 767,000


National Initiatives Related to

Education and Career Planning

College and Career Readiness

Personalizing middle and high school

experience

Individualized Learning Plans

Career planning and management skills

5


Mandated in 35 states, Individualized Learning Plans

(ILPs), for example, focus on education and career

aspirations by helping youth define career and post-

secondary goals and then to align their academic

courses and out of school learning opportunities to help

them achieve those goals.

6


Context of Symposium

Focused on:

Discovery research – 3 presentations

Development and design of curriculum/intervention – 1

presentation

7


Program Changes

Unable to attend:

Dr. Eccles – Discussant

Dr. Paul W. Richardson (Monash University), Affordances and

Barriers for European American and Minority Youth Transitioning to

College and Work

8


Presentations

9

Trajectories of Occupational Aspirations During Adolescence: The Role of

Autonomy Support and Motivational Resources

Frederic Guay (Université Laval), caroline senecal (Université Laval), Catherine

Ratelle (Université Laval)

Trajectories of Educational Aspirations and Attainment Through

Adolescence and Beyond: Person, School, and Home Influences

Nir Madjar (Bar-Ilan University), Helen M.G. Watt (Monash University), Oksana

Malanchuk (University of Michigan),Jacquelynne Eccles (University of Michigan)

Occupational Aspirations in STEM and Non-STEM Fields: Assessment of

Domain Ability and Gender

Sainz Milagros (Open University of Catalonia)

Designing of Curricular Interventions Needed to Increase Educational and

Career Aspirations, Interests, and Choice Behavior

V. Scott H. Solberg (Boston University))

http://convention2.allacademic.com/one/aera/aera13/index.php?click_key=1&cmd=Multi+Search+Load+Person&people_id=3145964&PHPSESSID=n3b8nq72ia7uhkvhig32nfk581

Designing Curricular Intervention

Needed to Increase Educational and

Career Aspirations, Interests, and

Choice Behavior


Two examples

Success Highways – research based

curriculum


11


Success Highways Components

• Assessment, Curriculum, Professional

Development

http://www.scholarcentric.com/(EmptyReference!)


Malleable Social Emotional/Resiliency

Skills Social Connections (Teachers, Peers and Families)

Academic Self-Efficacy

Academic Stress

Academic Motivation –

Relevance/Meaningful/Enjoyable

Importance of School and College - Utility

Psychological and emotional distress

13


Curriculum Characteristics

• Creation of a relational environment in which educators

and students are able to share and witness each others

experiences with each resiliency skill area

• Generating self-awareness through listening and written

exercises about how resiliency is relevant to supporting

their success in courses that will lead ultimately to

pursuing career and life goals.

• Generating goal intentions plans for how to develop each

resiliency skill to improve their academic success


SEL/Resiliency and School Success

Teacher/Peer

Connections

Motivation

Academic

Self-Efficacy

Academic

Success

Health

Retention

.66

.47

.25

.23

.22

.43

.17

.12

Close & Solberg, 2008


SEL/Resilience = Higher GPAs

16


Denver Public Schools: 9th Grade Academy Results


Talent Development Schools


Lesson Methodology

Introduce, Connect & Define Concepts

Share your Experience

Explore the Concept

Interpret Student Data

Create Success Plans

Synthesize Ideas; Check for Understanding


Design Specifications for Optimizing Youth

Development

Written exercises

Individualized interpretations and feedback

World of work information

Modeling/vicarious opportunities

Building support networks

Mastery experiences

Verbal Persuasion

Anxiety Management

Building social connections between youth, adults and peers


Individualized Interpretations Each student answers 108 questions covering the six critical resiliency skills:

Importance of school

Confidence

Connections

Stress management

Sense of well-being

Motivation


Individualized Interpretations


School Data Dashboard

Boston University Slideshow Title Goes Here • Using Discriminant Analysis, we developed a prediction

formula to determine whether and which subset of the

resiliency subscales best predicted progress towards

graduation.

• The combination of subscales we found to be most

predictive are:

o Importance of College

o Meaningful Motivation to Learn

o Classroom Confidence

o Physical Symptoms of Stress (negative)

o Academic Stress (negative)


Early-Warning Indicators


Post Test Data Reports


Charting Pre/Post Improvement



Emerging from College and Career Readiness

movement

Opportunity to personalize learning experiences

Demonstrates how Career readiness drives college

readiness

28


Research Partners


Correlational and mixed methods strategies to identify

college and career readiness pathways

Interviews with students to identify career readiness

processes

Established a study group of schools in four states:

educators, families and students participated in surveys

and focus groups

50-state web review of ILP purposes and implementation

strategies

In-depth conversations with select state and

district/school officials

Research Strategies


Clarity of Education and Career Plans

Forged From Active Career Exploration

Related to:

Higher academic self-efficacy

More career decision-making readiness

Lower psychological/emotional distress

Lower academic stress

Stronger perceptions of school as

meaningful and relevant (motivation)

Boston University Slideshow Title Goes Here Access to a quality learning environment was related to

students becoming college and career ready as indicated by

recording higher grades, reporting better stress/health

management, and more readiness to engage in career

decision-making.

Students who identified career plans that were clearly the

result of active self exploration and career exploration

activities were also found to report higher social emotional

learning and college and career readiness skills.

Results from Path Analytic Studies


What is a Quality ILP?

A document consisting of a student’s: (a) course taking and

post-secondary plans aligned to career goals and (b)

documentation of the range of college and career readiness

skills he/she has developed.

A process that relies on a student’s understanding of the

relevance of school courses as well as out-of-school learning

opportunities and provides the student access to career

development opportunities that incorporate self-exploration,

career exploration, and career planning and management

activities.


Quality ILP Process Characteristics Youth define career goals and post-secondary plans

through regular exposure to activities that build self-

exploration and career exploration skills

Youth identify course taking plans that align to those

career goals and select into outside school learning

opportunities that optimize their employability skills

Youth explore the career planning and management

skills they need to successfully enter their chosen

careers

Engage in ILPs regularly – 2X per week

Whole school implementation expands mentoring and

advocacy opportunities by general educator and school

counselors


Teacher’s ILP Experience

“I love it. I absolutely love it. I think it’s a success

in that it’s made everyone a stakeholder in

where this child is going … the ILP makes the

courses and the curriculum the child chooses

more relevant. They understand now why they

have to take algebra I. they understand now why

they have to take biology. They understand why

they have to take the different classes that they

are having to take and it kind of fits the little

puzzle of the future for them”

35

http://www.dol.gov/odep/


Family ILP Experiences

“[This school] really seems focused

on launching adults as opposed to

getting through a curriculum…”

36


Engaging in ILPs

Engaging in ILPs

Goal Setting Motivation Academic

Self-Efficacy

GPA; Career Decision-Making

Readiness; Distress

General Sample

GPA (std. est. = .027, p < .001).

Career decision-making readiness (std. est. = .011, p < .000).

Distress (std. est. = -.012, p. < .000)

37

http://www.dol.gov/odep/


ILPs Future

Educational and career planning is being embedded in

a range of U.S. federal funding initiatives

We have data supporting the “promise” of ILPs, but

need more definitive research.

Need “access to quality career development” added to

federal legislation – Workforce Investment Act,

Elementary and Secondary Education Act, IDEA

38


ILP Usage Sponsor Slide

V. Scott Solberg, Ph. D.

Professor and Associate Dean for Research, Boston University

[email protected]

Success Highways: Scholarcentric.com

ILPs: ncwd-youth.info/ilp

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Documents

Educational and Occupational Aspirations: Complementary ... · Sainz Milagros (Open University of Catalonia) Designing of Curricular Interventions Needed to Increase Educational and