California Diploma Project Technical Report II: Alignment Study-Alignment Study of the Health Sciences and Medical Technology Draft Standards and Californias Exit Level Common Core State StandardsReport as inadecuate




California Diploma Project Technical Report II: Alignment Study-Alignment Study of the Health Sciences and Medical Technology Draft Standards and Californias Exit Level Common Core State Standards - Download this document for free, or read online. Document in PDF available to download.



Educational Policy Improvement Center (NJ1)

The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to understand how the Health Science Standards relate to college and career readiness and foundational English language arts (ELA) and mathematics content, as represented by California's exit level augmented Common Core State Standards (CCSS). This study utilized an alignment methodology analyzing the relationship between the Health Sciences Standards and (a) California's grade 11-12 CCSS in English Language Arts and Literacy and (b) California's High School CCSS in Mathematics and the Standards for Mathematical Practice. The augmented Common Core State Standards (CCSS) were adopted by the California State Board of Education (SBE) on August 2, 2010. The augmented CCSS represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills necessary for success in college and careers. The goal of the updated CTE Model Curriculum Standards is to provide a clear and coherent message about what students need to know and be able to do in order to be successful in postsecondary education or job training programs within 15 industry sectors. These standards aim to provide a framework of what to teach without stipulating how to teach it. In this pilot study, however, only the standards within the Health Sciences and Medical Technology Sector were examined. This alignment study examines two dimensions of alignment, looking at both content and cognitive complexity. Using a modified version of the methodology developed by the Regional Educational Laboratory Southwest, this study addresses the following research questions: (1) To what extent are the knowledge and skills found in the CA CTE Health Science Standards the same or different (aligned) to the augmented CCSS?; and (2) How does the cognitive complexity of the CA CTE Health Science Standards compare to the augmented CCSS? Appended are: (1) Standards Used in Study; and (2) Revised Standards. (Contains 35 figures, 15 tables, and 8 footnotes.) [This paper was prepared for Policy Analysis for California Education (PACE).]

Descriptors: Academic Standards, State Standards, Alignment (Education), Vocational Education, Health Sciences, Medicine, Biotechnology, Public Health, Mental Health, Health Services, Administration, English, Language Arts, Literacy, Mathematics, College Readiness, Career Readiness, Difficulty Level, Reading, Writing (Composition), Listening, Speech, Numbers, Algebra, Geometry, Statistics, Probability, Calculus

Educational Policy Improvement Center. 720 East 13th Avenue Suite 203, Eugene, OR 97401. Tel: 877-766-2279; Tel: 541- 246-2600; Fax: 541-346-6145; e-mail: communications[at]epiconline.org; Web site: http://www.epiconline.org





Author: McGaughy, Charis; de Gonzalez, Alicia

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3048&id=ED539252



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