| This study addresses the Carl D. Perkins Vocational and Applied Technology Education Act of 1990 (P.L. 101-392), Title III, Part E, Tech Prep. A multi-site, holistic case study design investigated Tech Prep implementation in three active user Illinois community college districts to clarify the theoretical constructs underlying active use discussed by Firestone (1989), Peterson, Rabe, and Wong (1986), Odden and Marsh (1988), and others. Inductive content analysis created district profiles and cross-district analyses of micro-implementation variables and macro-implementation dimensions.;Why do some local districts become active users? Policy implementation is a dynamic process. Macro-implementation dimensions, environmental, institutional, and micro-implementation variables all influence active use. Policies should respond to local preferences and tested models, articulate clear goals, and encourage experimentation. Active user institutions are likely to have high status, stability, and a vested interest in change. Local coalitions demonstrate will in institutional strategic decisions and resource commitments to sustain implementation. Capacity is demonstrated in mobilizing personnel and building new systems. Tech Prep implementation may be unusual, but perhaps it should not be. Tech Prep may offer a useful model for future policy and research directions. |
