Virginia's Academic and Career Plan Emphasizes Middle School

By Jones, Virginia R. | Techniques, October 2010 | Go to article overview

Virginia's Academic and Career Plan Emphasizes Middle School


Jones, Virginia R., Techniques


To have a meaningful, fulfilling career in the 21st century workplace, students need technical and academic skills as well as the ability to think and work collaboratively with others. Career education must begin in middle school or earlier to allow students time to develop the aptitudes, skills and attitudes necessary to develop an awareness of their chosen career. Middle school is an important transition stage between elementary and high school and provides the perfect opportunity for life or career planning through the development of skills, knowledge, attitudes and awareness of careers (Kerka, 2000).

[ILLUSTRATION OMITTED]

The Virginia Department of Education has undertaken positive steps to reinforce career planning through its implementation of the Academic and Career Plan (ACP). The state board of education, in its 2009 revisions to the Regulations Establishing Standards for Accrediting Public Schools in Virginia, set forth provisions for each middle and high school student to have a personalized learning plan that aligns academic and career goals with the student's course of study. Slated to begin in the 2011-2012 academic year, all schools are required to develop a personal ACP for each seventh-grade student with completion by the fall of the student's eighth-grade year. The components of the plan should include the student's program of study for high school graduation and a postsecondary career pathway based on the student's academic and career interests. The ACP is developed using a template designed by the Virginia Department of Education incorporating guidelines established by the board of education. It encourages school-parent-student collaboration by ensuring the student, student's parent or guardian, and school official sign it. The ACP is included in the student's record, reviewed, and updated, if necessary, before the student enters the ninth and eleventh grades.

Career Counseling

Research shows that career counseling at an earlier age helps to overcome the barriers of race, ethnicity and socioeconomics. Counseling gives students awareness of the wide range of postsecondary opportunities, from those requiring college or technical training to those that do not require any type of formalized degree. It helps students' master academic and life-career skills with an understanding of the relationships between these skills and future career success. Career counseling develops the decision-making and other skills necessary for postsecondary success. This awareness helps students reach their fullest potential to become effective lifelong learners, responsible citizens, and productive, satisfied workers in today's global economy (New Jersey School Counselor Association, 2005).

There is increased acceptance of the academic content in career and technical education (CTE) classes and the role that intentional career planning plays in student outcomes. Society, to a certain extent, has embraced the belief that academic pursuits are higher order skills, brain-based or intellectual versus career and technical skills which are considered manual or practical. There is a false dichotomy of "knowledge work" as opposed to "manual work" in most parents' perceptions, according to Michael Crawford's book Shop Class as Soulcraft: An Inquiry into the Value of Work. Even with the expanded understandings of Howard Gardner's theory about multiple intelligences, parents tend to undervalue the intelligence and knowledge skills embedded in today's comprehensive CTE programs.

Parental Involvement

Research shows that parental involvement in a child's education specifically through school interactions such as open house, parent-teacher conferences and career fairs--have a positive link when parents believe their involvement matters (Flynn, 2006; Georgiou and Tourva, 2007).

Research from the Center for Prevention Research and Development, housed at the University of Illinois, supported evidence that middle school parents are not aware of recognized middle school practices such as teaming, advisory programs, integrated lessons and exploratory courses designed to aid in career planning. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Virginia's Academic and Career Plan Emphasizes Middle School
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.