The purpose of this study was to examine the effectiveness of ACT WorkKeys assessments as an indicator of student success within the community college. The number of companies that are utilizing ACT WorkKeys as an indicator to determine work readiness has increased. As community colleges are challenged with training the current workforce for jobs that are in demand, skills gaps that exist have caused challenges that have created difficulties meeting these demands. Due to the responsibilities of the community college to train the workforce explored in this study will be the outcome of ACT WorkKeys as a mechanism that could assist with bridging the current skills gap. The research was conducted using ACT WorkKeys assessments in the areas of Applied Mathematics, Locating Information, and Reading for Information. The combination of level scores on these assessments yields a National Career Readiness Level certification. Degree-seeking community college career technical students were administer these ACT WorkKeys assessments during the spring 2009 – fall 2012 semesters to determine if their National Career Readiness Level of attainment was an iii indicator of their success in avoiding remediation classes, completing their program of study, and obtaining employment. A quantitative research design utilizing Pearson’s Chi Square was used to determine if differences existed. Data included WorkKeys scores, college English and math course placement, program of study completion, and job placement. Findings revealed that significant differences existed with the National Career Readiness Level attainment, as derived from the level attainment results of Applied Mathematics, Locating Information, and Reading for Information assessments, and student placement in college level English and reading courses. Other findings indicated differences were not existent between National Career Readiness Level attainment and program of study completion nor job placement. Recommendations include conducting further research within other community colleges observing other variables that could affect course placement, program of study completion, and job placement.

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The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness. The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors’ teaching readiness and excellence. The research also found no relationship between years of professional experience and the students’ assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students’ assessment in teaching readiness and excellence. This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.

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The purpose of this study was to identify the impact the 1990 amendments to Carl D. Perkins Career and Applied Technology Act within-state allocation of federal funds had on the operational infrastructure of career and technical education (CTE) in Virginia as specifically related to the overall quality of secondary CTE programs. In the 1990 Perkins Act, Section 102 mandated that 75% of the within-state allotment go directly to local secondary and postsecondary institutions that offered CTE programs. The remaining 25% of funding was divided among the following state-administered programs and agencies: (a) state administration (5%), (b) state leadership (8.5%), (c) corrections (1%), and (d) equity programs (10%) (AVA, 1992; U.S. Congress, 1984). This change to the within-state allocation formula was significantly different from previous Perkins Acts as well as the trends in educational policy at that time (NCRVE, 1991). In the 1998 reauthorization of Perkins, the localities allotment increased to 85% of within-state funding. A three round modified Policy Delphi technique was used to identify and rate the consequences of the within-state allocation amendments from a panel of CTE local administrators, state administrators, and university researchers and/or teacher educators. These participants worked within their CTE positions in Virginia before and after the enactment of 1990 Perkins Act. A total of 54 participants began Round 1 and 30 completed Round 3 for a 56% participation rate. A total of 223 unique consequences were identified and rated for relevancy to the within-state funding formula change and effect on the operation of CTE in Virginia. One hundred sixty-one consequences were deemed relevant within and/or between all position levels (local, state, and university). All position levels deemed 42 consequences as relevant to the within-state funding formula change. Of those 42 consequences, 35 received the same effect (positive or negative) among all position levels. The findings of this study suggest that the changes to the within-state funding formula and its accompanying amendments did have a negative effect on the operation of secondary CTE in Virginia. More specifically, the changes to the Perkins Act this study examined seemed to adversely effect CTE teacher education, state-level CTE research initiatives, and state-level CTE's ability to provide localities with hands-on technical assistance, professional and leadership development, and coordination. The findings also suggest the legislative changes negatively altered the manner in which program evaluation occurred within the state by decreasing the state-level assistance for developing methods of program evaluation. In other words, the findings of this study seem to suggest there is a lack of leadership, development, and direction within Virginia's CTE program. The researcher recommends that members of Congress charged with reauthorizing the Perkins legislation should review the current within-state funding formula to determine if it is the most effective funding formula for helping local and state-level CTE carry out the purpose of the legislation. / Ph. D.

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Career technical education plays an important part in the mission of community colleges – providing educational opportunities needed by members of their communities. Career technical programs prepare students for entry into the workforce. Accountability standards for career technical programs, from local, state, and federal bodies, monitor placement of career technical graduates in jobs related to their field of study. To help these students become more competitive in the job market, curricula are being aligned with national certifications to help students graduate from career technical programs with stackable credentials. Stackable credentials refer to the idea of “stacking” degrees, certifications, and credentials along the way to an education in a particular field of study. Some of these credentials can be costly, though, requiring career technical program administrators to question whether implementing this stackable credential structure is truly beneficial for the students. The purpose of this study was to examine survey results of industry representatives who serve on advisory committees for career technical programs at a rural community college to ascertain whether earning stackable credentials in career technical programs at a rural community college does increase opportunities for employment. Data were obtained from an Industry Input Survey conducted at a rural community college. Descriptive statistics were used for data analysis. Results of this study indicate that while entry-level employment requirements focus more on a high-school diploma or high school equivalency exam and an earned Associate of Applied Science degree, the majority of participants did indicate that holding a national certification would give a potential employee hiring preferences. Results of the analysis are presented in narrative and table form. Conclusions and recommendations for future research follow discussion of analysis.