ESGVROP-TC District Information

UCR RESEARCH ON ESGVROP/TC

The University of California, Riverside has been conducting follow-up studies on ESGVROP/TC students who have completed ROP/TC career pathways since 1992. For example, their report which focuses on the ROP Industrial Technology and Marketing clusters shows that students who complete these pathways are more likely to graduate from high school, be employed full time, be enrolled in college and to be making career advancements than similar students who graduated from the same high schools at the same time. The following is a condensed summary from that UCR research. (The complete reports are available.)

School districts and HS
EXPECTED STUDENT LEARNING RESULTS
Ethnicity of the Student Population
Enrolled Pathways 1999-00
UCR research
Career Assessment
Project Based Learning

1. There is a significant decrease in the high school dropout rate for program participants. By the conclusion of a four-year comparison study, the high school graduation rate of ESGVROP/TC participants was over 90%.

2. The rate of employment for former ESGVROP/TC students transitioning directly from high school to work was 85% at the end of a four-year study, compared to 67% for the comparison group.

3. There was a significant difference in the number of former ESGVROP/TC students who have received employment promotions in contrast to a comparison group. 25% of former ESGVROP/TC students had received promotions two years after graduation, compared to 2% of non-participants.

4. There was a significant difference in the percentage of former ESGVROP/TC students who pursued higher education after high school than non-participants. 78% of former ROP/TC students have gone into post-secondary education as compared to 31% of non-college bound students who did not take ROP courses.

5. College prep students who enrolled in a senior level English class co-developed by ROP/TC and approved for A-G but which also address career issues, were more likely to be going on to college, and meeting the college level writing requirements than college prep students who took standard A-G English.

High Schools
Community Colleges
Partnerships