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I a Case Study of the Conversion to Full Running head: A CASE STUDY OF THE CONVERSION… i A Case Study of the Conversion to Full-time Vocational Education in Delaware G. Gerald Lamey Wilmington University A Dissertation Submitted to the Faculty of Wilmington University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Innovation and Leadership A CASE STUDY OF THE CONVERSION… ii Dedication I am dedicating my dissertation to my wife, Debbie Lamey, and our five wonderful children: Morgan, Carter, Paige, Elyse, and Griffin. I would like to thank them for all their love and support, and for allowing me to, “stay in the race.” Throughout my career, my wife and family have supported my efforts and dreams. They have made sacrifices to allow me to complete my dream of earning my doctorate. Because of their support, I am proud to say that this study was completed and my doctorate has been achieved. A CASE STUDY OF THE CONVERSION… iii Acknowledgements I would like to take this opportunity to thank those who have influenced me, both in the work of this study, and throughout my educational career. I would like to thank Dr. Lewis Atkinson who was my principal advisor for this study. His guidance and patience enabled me to persevere and create this document. I would also like to thank Dr. Joe Deardorff, who was the Dean of Doctoral Studies when I began the program, for his encouragement to pursue my doctorate; Dr. Joe Crossen, who was my second reader and always offered help and support; Mrs. Terri Villa, who I shared the fabulous journey of building a new school with, Dr. Debbie Zych, who provided me with valuable resources and encouraged me to keep working; and Dr. Dan Pritchard who supported me throughout the process. The members of cohort XVI have been an outstanding group of friends and supporters. I thank them for all their help and all the laughs. I would like to thank my outside reader, Dr. Steven Godowsky, who not only provided me with information and materials for my topic; he has provided me with leadership and guidance throughout my career. I would like to thank Dr. George Frunzi, Dr. Karen Hutchinson, Dr. Gene Bottoms, Dr. Dennis Loftus, Mr. Chuck Moses, and Dr. Gareth Hoachlander for their highly informative interviews. Lastly, I would like to thank my mother for all her support throughout my life. A CASE STUDY OF THE CONVERSION… iv Table of Contents Dedication……………………………………………..…………………………………………..ii Acknowledgments……………………………..…………..……………………………………..iii Table of Contents……………………………...………………………………………………….iv Abstract……………………………………………………….……………………………..…...vii Chapter I Introduction………………………………………… …………………….……….1 Statement of Problem………………………………….………..5 Purpose of the Study……………………………………………5 Need for the Study…………………………………………...…6 Research Themes…………………………...……………..……6 Definition of Terms………………………………………..……6 II Review of Literature………………………………………………..……………..8 Inclusion Criteria………………………………………….……8 History of Vocational Education in the United States of America…………………………………………………..…….8 History of Vocational Education in Delaware…………..……27 The Governor’s Task Force on Vocational Education…….…38 Shared-Time versus Full-Time Vocational High Schools in Delaware An Assessment………………………………………………...…45 Great Expectations Five Years of Progress at Delaware’s Comprehensive Vocational High Schools………………………..……………53 A CASE STUDY OF THE CONVERSION… v III. Methodology……………………………………………………………………..56 Research Design………………………………………….….…56 Participants………………………………………………….….58 Instrumentation………………………………………………...59 Data Collection……………………………………………...…59 IV. Results……………………………………………………………………………60 Introduction……………………………………………………60 Case Study 1 (Dr. George Frunzi)…………………………..…61 Case Study 2 (Dr. Karen Hutchinson)……………………....…65 Case Study 3 (Dr. Gene Bottoms)…………………………..…68 Case Study 4 (Dr. Dennis Loftus)……………………………..71 Case Study 5 (Mr. Chuck Moses)…………………………..…76 Case Study 6 (Dr. Gareth Hoachlander)………………………79 V. Discussion and Implications……………………………………………………..84 Implications………………………………………………...…84 Limitations…………………………………………………....86 Recommendations for Future Research………………………87 References………………………………………………………………………..89 Appendix…………………………………………………………………………94 A. (Interview with Dr. George Frunzi) B. (Interview with Dr. Karen Hutchinson) C. (Interview with Dr. Gene Bottoms) D. (Interview with Dr. Dennis Loftus) A CASE STUDY OF THE CONVERSION… vi E. (Interview with Mr. Chuck Moses) F. (Interview with Dr. Gareth Hoachlander) A CASE STUDY OF THE CONVERSION… vii Abstract In the 1980s, attendance at shared-time vocational schools in New Castle, Kent, and Sussex Counties had declined approximately 40%. This phenomenon was attributed to several factors, which included transportation issues, scheduling issues, increased graduation requirements, special education services, and vocational funding. To address these concerns, two key reports were conducted that helped change the landscape of vocational education in Delaware. In 1986, Governor Michael N. Castle signed an Executive Order appointing a task force to study vocational education in Delaware Public Schools. The 28 member task force was instructed to conduct a thorough review of vocational education throughout the state, with the focus on high schools but with attention as well to what happens preceding and following a student’s high school years. The task force reported concluded that, shared-time schools in Delaware face a serious problem that can be solved only through major change. They recommended that the state convert their shared-time vocational facilities to full-time vocational facilities. In 1989, the Delaware State Board of Education requested an independent assessment to convert Delaware’s two shared-time area vocational schools, one in Kent County and one in Sussex County, into full-time vocational high schools. This report addressed eight factors it believed were responsible for the statistical decline in shared-time enrollment. While the committee felt all eight factors played a role in the decline in enrollment in shared-time schools, they felt that the biggest obstacle was state funding, and that moving forward with plans to convert these shared-time facilities to full-time facilities was recommended and warranted. A CASE STUDY OF THE CONVERSION… viii This case study used interviews to gather information from six educational leaders involved in the conversion process and analyzed their perspectives on the success and failures of Delaware’s conversion from shared-time vocational schools to full-time vocational schools A CASE STUDY OF THE CONVERSION… 1 A Case Study of the Conversion to Full-time Vocational Education in Delaware Chapter I: Introduction Vocational Education in the United States was the product of an extended evolutionary process that can be traced back to early colonial times. The program of vocational education, as we know it today, had its origin in the early part of the twentieth century. This coincided with the development of programs in the public schools such as manual training, commercial training, domestic science, and agriculture (Gordon, 1998). Federal support for vocational education began with the Smith-Hughes Act of 1917. Two lawmakers from Georgia, Senator Hoke Smith and Representative Dudley Mays Hughes, were responsible for this historic bill, which established vocational education as a federal program (Gordon, 1998). From 1917 to 1963 the basic elements of Federal vocational-technical education did not change. In 1963 Congress passed the Vocational Education Act of 1963, designating segments of money for specific purposes in an effort to expand influence over State programs (Hayward, 1993). Beginning in the mid-1980s, another wave of school reform arose based on the belief that previous legislation had not gone far enough to improve education for all students. The Carl D. Perkins Vocational Act of 1984, known as the Perkins Act had two interrelated goals, one economic and one social. The economic goal was to improve the skills of the labor force, and the social goal was to provide equal opportunities to vocational education for students with special needs (Gordon, 1998). In 1990, Congress reauthorized the Carl D Perkins Vocational and Applied Technology Education Act of 1990 (Perkins II). Perkins II emphasized the integration of vocational-technical A CASE STUDY OF THE CONVERSION… 2 and academic education and articulation between the secondary and postsecondary levels as embodied in the provisions for technical preparation (tech prep) and public-private partnerships (Hayward, 1993). In 1998, Congress reauthorized Perkins III, which challenged educators to prepare more students with the contemporary education they would need to work successfully in the ever- changing, technologically sophisticated, and internationally competitive workplaces. In essence, the workplace called for an increasingly educated work force for the 21st century. Perkins IV was reauthorized by Congress in 2006. It was the result of a multi-year process in which Congress and the Administration squared off over a number of widely varying policy options. In the end, the enacted legislation maintained a federal funding stream designated solely for career and technical education programs, while building upon and strengthening the existing Career and Technical Education (CTE) accountability system and emphasizing activities to ease the transition of students from secondary into postsecondary education programs. Vocational education in Delaware can be traced back to early colonial days. In
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