Integrating Academics In Vocational Programs

Freshman Blues: How to adjust to your first year in high school

You're not unfamiliar with this feeling. Butterflies in your stomach, lumps in your throat, terror, anxiety -- all symptoms of first day jitters.

Freshman year is no exception.

And who can blame you? High school is forever portrayed by film and literature as a "dog-eat-dog" world with different cliques running the campus, horrors in the locker room, and teachers that give mountains of work.

That couldn't be further from the truth.

While freshman year is without a doubt a roller coaster, it is a great period of your life that can set a positive tone for your future years in high school if you allow it to.

When you start school, the wide variety of classes to choose from --not encountered in middle school curriculum -- can be dizzying.

With options ranging from typical subjects such as biology, English, and math, to vocational programs like marketing and culinary arts, you can tailor your educational path to fit your post-graduation prospects.

Meet with your counselor as early as possible to plan your educational path.

If you plan to attend a university after senior year, opt for college preparatory classes. True to its word, these classes will prepare you for the rigors of college. Furthermore, some colleges have class prerequisites for admission, and meeting their criteria helps secure acceptance.

But, if you already have an idea of what you want to be and would like a head start, opt for a vocational path. Ask your counselor if your school offers such programs.

Sure, you'll notice familiar faces on campus, but it's probably because you've seen them before. In high school, you will encounter many potential new friends.

It's normal to want to spend time with old friends, but expanding your social circle can be the perfect cure to easing new-school anxieties.

Aubrey Cabral, an incoming junior attending the Academy of Our Lady of Guam, attests to this inclination for staying within one's comfort zone.

Cabral admits that she had difficulty with adjusting to a new school, new teachers and new students.

"I was nervous! Just the thought of high school and fitting in was intimidating," says Cabral as she recalls her freshman year.

"Make new friends to help you through the school year. Other freshmen will try to make friends also," says Cabral.

Don't feel like you're alone. All incoming freshmen share one thing in common: They're all riding the same wave of mixed emotions -- the nervousness and excitement attached to entering high school.

InCity Times » Blog Archive » No “trade” off for academics and ...

By John Monfredo, Worcester School Committee member

In September 2006 the Worcester Technical High School, formerly known as Worcester Voke, opened their $90-million facility to the students. Their goal was and still is “creating the future through technology, training and talent.” This 400,000-square-foot building is a state of the arts, technology rich, six-building school complex with a premier athletic field. The facility has garnered praise from educators in districts both in and out of state.

The magnificence of this structure is matched by its equally impressive record of student performance. According to Principal Shelia Harrity, the school has reached the Annual Yearly Progress benchmarks for No Child Left Behind in English, Math and every subgroup three years in a row. Consider this: 59% of all schools in Massachusetts have not reached their benchmarks.

When you look at the MCAS scores at Worcester Technical High School (WTHS), one sees a steady progress being attained. This year the school in its English Language Arts MCAS had 4% of their 10th graders reach advanced ranking, 52% scored proficient (as compared to two years ago), 40% were in need of improvement and 4% failed. English Language Arts increased by 6% in proficient, decreased failure by 3% in one year and 10% in two years. The school goal is to eliminate all failures within the next few years. In math, in 2008, the same steady progress continued, with 23% in advanced (in the last two years), 34% in proficient, 33% in need of improvement and a failure of 10%. Thus, there was an improvement rate of 3% in advanced, 13% in advanced over two years, improved by 8% in proficient in one year, a decrease in failure rate by 6% in one year and a decrease in failure rate by 13% over two years.

Compared to the rest of Worcester high schools and the rest of the state, WTHS outperformed the district and equaled the state in keeping their failure rate for English Language Arts at 4%. WTHS advanced scores were 4%, the district 11% and the state 23%, and on proficient WTHS had a 52% rate, the district was 46% and the state was 51%. WTHS had an advanced rate of 23% on their math MCAS scores, and the Worcester Public Schools had a 25% advanced rate, with the state having a 43% advanced rate. In the proficient category, WTHS had 34%, the district 27% and the state 29%. Another note worthy statistic was in 9’th grade biology, WTHS came in with an 82% passing rate, while the district was 67% and the state was 85%. This year 66 students have already qualified for the John and Abigail Adams scholarship program to receive free tuition at any of the state colleges of their choice.

Classrooms that work, teaching generic skills in academic and vocational settings

Vocational Education, Status in School Year 1990-91 and Early Signs of Change at Secondary Level

Vocational Education, Status in 2-Year Colleges and Early Signs of Change

Preparing youth for the 21st century, the transition from education to the labour market : proceedings of the Washington D.C. Conference, 23-24 February 1999

Preparing Youth for the 21st Century: The Transition from Education to the Labour Market, Proceedings of the Washington D.C. Conference -- 23-24 February 1999