Model Program

Career Choices

929 W Sunset Blvd.
Wells Fargo Bldg, 2nd Floor
Saint George, UT 84770
http://www.academicinnovations.com/contactus.html

Is this your program? Update your listing here.

Contact Information:

800.967.8016

Program Specification:

Emphasis:

Gender:

Rating:

Prevention
Intervention

Both

Strong Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

Middle School
High School

Rural
Urban
Suburban

Grade Level
School Wide

Ethnicity:

Other Participation Criteria:

All Ethnicities

Description:

Career Choices is an academically-based curriculum that's been repackaged in thematic format to address the developmental needs of ALL teenagers. Whether your students are headed for an Ivy League college or an entry level job, they all crave a clear sense of direction for their lives. Career Choices was created so you can help all students develop a personalized, career-inclusive 10-year educational plan. As they work through the chapters, students learn a self-discovery and planning process that culminates with a plan to: make high school graduation a reality, and enter and complete college or post secondary education or training, which will help them transition into a productive and self-sufficient adulthood.

Program Descriptors Include:
Academic Improvement, Charter School, Computer Assisted Instruction, Life Skills Training

Starting Date: 1990
Students Served Per Year: 500+
Last Verified: 2009

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Low achievement
  • Low educational expectations
  • Lack of effort
  • Low commitment to school

School factors

  • School policies and practices

Program promotes the following:

Relationships

  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Involvement with positive peer activities

Optimism

  • Optimistic

Program Resources:

Annual Cost:

The annual cost range of the program is less than $25,000.

Funding Sources Include:

Program Staff Includes:

Federal Agencies
State Agencies
Local/City/County Agencies
School Districts

Teachers
Counselors
Parents
School Administrators

Materials Used:

Supporting / Partner Organizations:

Media/CD/DVD
Instructional Texts/Manuals
Computer/Internet Based

Academic Innovations

Evaluation Information:

The Gender Equity Expert Panel felt that there was sufficient, consistent preliminary teacher and student self-report evidence, and anecdotal evidence to rate the effectiveness of this program as "good." Available data included teacher surveys and student essays, evaluations from users at multiple sites, and independent research and evaluation. All claimed that the Career Choices Curriculum is highly successful in achieving its goals. The Panel was impressed by the evidence related to the widespread use of Career Choices Curriculum, and this is reflected in their "excellent" rating for Criterion 3, usefulness to others / replicability. The impact claims that the program helped students make deliberate career choices, decreased dropouts, and increased achievement in reading and mathematics are supported by some evidence. The Career Choices Curriculum teachers also rated Career Choices Curriculum as "Better" or "Significantly Better" than other programs with similar purposes. In addition to evaluation data collected at each site, follow-up phone interviews were conducted with teachers and administrators to gather more in-depth information. Because the curriculum has been so widely used with JTPA populations, the course has been part of independent evaluations conducted by the U.S. Department of Labor. Although the developers have collected evaluation data in a variety of ways to support a variety of claims, no systematic evidence has been presented to demonstrate the curriculum's effectiveness in promoting gender equity. However, some of the teacher and student evaluative comments indicated positive results for female students. In order to rate the program excellent on evidence of positive impact, the Panel would want to see more systematic collection and analysis of evidence disaggregated by sex, race, disability, English proficiency, and socioeconomic status. The few small studies were more formative than summative, and in some cases, focused on special uses of the program (in Denver, for example, students were paid to attend and could also receive course credit upon completion). The Panel would also look for convincing comparative information to show that the positive results for students (and perhaps their teachers) could be explicitly attributed to the program.

How evaluation data was collected:
Outside experimental studies
Data collected and analyzed at school/district level
Data collected and analyzed at state or organizational level

Additional Evaluation Information:
http://www.academicinnovations.com/dataproof/