密西西比州的中等职业教育面临诸多挑战，源于国家和州级的广泛教育改革。学校和教师需确保为每个学生提供真正的学习活动，通过形成性和总结性评估来衡量学生的技能掌握和能力达成。此课程依据1972年《密西西比法典》第37-3-49节规定，并符合联邦和州的指令，如1988年、1991年和1992年的法律，以及1998年的《卡尔·珀金斯职业教育法案III》和2001年的《不让一个孩子掉队法案》。
摘要：
Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, section 14; Laws, 1991, ch. 423, section 1; Laws, 1992, ch. 519, section 4 eff. from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Secondary Design Technology for Fashion and Interiors
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