Model Programs
  EAST SAN GABRIEL VALLEY REGIONAL OCCUPATIONAL PROGRAM AND CENTER- West Covina, CA Build San Francisco - San Francisco, CA
Business Industry Technology Academy - Anaheim, CAHealth Careers Academy - Palmdale, CA Health Careers Academy - Placerville, CAHealth Professions High School - Sacramento, CAInformation Systems Academy - Lancaster, CALaguna Creek Manufacturing Production Technology Academy - Elk Grove, CA Life Academy of Health and Bioscience - Oakland, CA
Project Lead the Way (PLTW) Pre-Engineering Program - Barstow, CAProject Lead the Way (PLTW) Pre-Engineering Program - Lancaster, CASchool of Digital Media and Design - San Diego, CASpace, Technology and Robotic Systems Academy - Lompoc, CAStanley E. Foster Construction Technology Academy - San Diego, CA
 
Type of program Regional Occupational Program and Center (ROP/C)
 
Description Established in 1970, the East San Gabriel Valley Regional Occupational Program (ESGVROP) is one of 72 ROP/Cs in California. The ROP provides secondary and postsecondary instruction, including a two-year technical degree, and serves 15 high schools within 7 school districts. The seven unified school districts served include Asuza, Baldwin, Charter Oak, Covina-Valley, Glendora, West Covina, and Walnut. The ROP is open to all high school juniors or seniors and any person 16 years or older, and many students attend two to four hours a day while concurrently attending a traditional high school. In 2004, the East San Gabriel Valley ROP Technical Center was named as the winner of the Global Best Award for Partnerships that focus on “Skills Development for the Workforce.”
 
Key Characteristics
  • The ROP has six career pathways: trade/industry, business, marketing, arts and communication, health, and public service.
  • Rigorous coursework: ESGVROP is a leader in developing ROP offerings that meet the “a to g” requirements of the UC and CSU Systems:

    • 20–25 courses “a to g” approved
    • The ROP has been involved in the statewide “a to g” development process since its beginning. Two of its teachers are trained as part of the UC “a to g” cadre of experts that provide technical assistance to other schools.
    • The ROP staff began by researching material that would help explain academic standards to teachers. The staff also provided additional material including information on the history of “a to g” criteria to show how integration or project- or design-based learning can increase students’ retention of what they have learned.
  • Factors that are taken into consideration when developing courses:

    • Current research on contextual and experiential learning
    • Review of information on college entrance requirements
    • Labor market survey
    • Advisory committee (51 percent industry)
    • Career standards, industry standards, SCANS skills, and academic standards. All course development is standards-based and done by school and community college teachers.
  • In addition to stressing challenging academics, the ROP courses focus on providing students with marketable skills. For example, their medical teachers are practicing RNs who can help design programs so that the students will graduate with skills that hospitals need.
  • ESGVROP has articulation agreements with local postsecondary institutions to offer advanced placement and/or credit to students who successfully complete their classes. Students negotiate college credit.
  • Collaboration between ROP staff and community college staff occurs in course development.
  • In the workplace, ROP graduates typically earn higher wages, are promoted faster, and often move into management within just a few years of high school graduation.
  • 70 to 75 percent of the ROP’s students go on to a two- or four-year college.
  • ROP students often have to work their way through college. Because ROP graduates typically make more money than their peers, it’s easier for them to support themselves while pursuing a postsecondary education.