Title: The National Center for Research in CTE: Update and Future Plans WE WANT YOU
1The National Center for Research in CTE Update
and Future Plans(WE WANT YOU!)
- James R. Stone III
- Director
2The work reported herein was supported under the
National Dissemination for Career and Technical
Education, PR/Award (No. VO51A990004) and /or
under the National Research Center for Career and
Technical Education, PR/Award (No. VO51A990006)
as administered by the Office of Vocational and
Adult Education, U. S. Department of
Education.However, the contents do not
necessarily represent the positions or policies
of the Office of Vocational and Adult Education
or the U. S. Department of Education, and you
should not assume endorsement by the Federal
Government.
Disclaimer
3What do we know about CTE?
- CTE does not necessarily limit postsecondary
education (NAVE, 2004 Stone Aliaga, 2004 but
see Deluca et al., forthcoming) - There is evidence that math and science course
taking by CTE students is increasing amount and
complexity (NAVE, 2004 Stone Aliaga, 2004) - CTE as a function of the HS experience reduces
the probability of dropping out of school (Plank,
2001, 2005 Castellano et al 2006) - CTE is an economic value to the individual and
the community (ROI) (Bishop Mane, 2004 NAVE,
2004Hollenbeck, 2001) - It is possible to major in CTE and Academics
(NAVE, 2004)
4What else do we know?
Levesque, K. (2003). Public High School Graduates
Who Participated in Vocational/Technical Education
5The Holy Trinity of HS Reform
- Engagement attending school and completing
(graduating) high school - Achievement academic (and technical) course
taking grades, test scores - Transition to postsecondary education without
the need for remediation and to the workplace
6National Graduation Rates 1998 and 2001 The
problem of engagement
7 of 9th Graders who complete High School
68
Source One-Third of a Nation (ETS, 2005)
8Carnegie Grows!
9CTE and School Engagement
10CTE and Drop Out Reduction The Debate Continues
- NAVE, 2004 No effect (NELS88 - Class of 1992
data) - Plank, 2001 Significant effect, especially for
low ability youth (NELS 88 - Class of 1992 data)
Plank, forthcoming. NLSY97 Transcript
data
11When do they leave?
9th grade 10th grade
11th grade 12th grade 5th year
From Plank, forthcoming
12Graduation School and CTE Effects
From Castellano, Stringfield Stone, Forthcoming
13CTE Structures and Pedagogies and Dropping Out
- Students in or Career Majors are 16 more likely
to graduate from high school. - Students in Tech Prep are 30 more likely to
complete high school. - Students who participated in specific STW
activities are 18 more likely to complete high
school.
Stone Aliaga, in press
14Do CTSOs Add Value to CTE?
Comparisons
General Student Population Class (same school)
CTE Class with CTSO
General Student Population Class (same school)
CTE Class-No CTSO
15Preliminary Findings (NRCCTE, forthcoming)
- Compared to the general population of students
- No direct effect of CTSO on grades (student
self-report) - Being in a CTSO positively affects academic
motivation and engagement - General student population and CTSO students have
different educational aspirations (4-year vs.
2-year) more realistic?
16- Within CTSOs
- Experience of SCANs type skills in the classroom
positively affects career self-efficacy and
grades - Degree of participation in the CTSO positively
affects grades, aspirations, career
self-efficacy, academic engagement, self-esteem,
and civic engagement the more participation,
the better - Effect is strongest for competitive events
17Academic Achievement of Youth in CTE Articulated
Programs
18Development of Skills
19Transition to college The Challenge
31 Leave with 0 Credits
68 Graduate HS in 4 Years
18 GraduateCollege in 4 Years
100 Start 9th Grade
40 Start College
27 Start Sophomore Year
31
Source Education Weekly March 2005
20College for All The Reality
Percentages by Race and Ethnicity
- By age 29
- 34 of white
- 18 of African Americans
- 10 of Hispanic
- Have bachelors degrees
Hoffman, N. (2003)
Venezia, A., M. W. Kirst, et al. (2003)
21College Degree At What Cost?
According to the Public Interest Research Group's
Higher Education Project, 39 percent of new
graduates with loans carry an "unmanageable debt,"
22a college degree hardly been a ticket to big
economic gains
- Real earnings of college graduations dropped by
5 between 2000-2004 - Real earnings of top 99th percentile increased
87 (402,306) - Real earnings of the top 99.9th percentile rose
181 (1,672, 726) - Real earnings of top 99.99th percentile rose 497
(6million)
Paul Krugman, NYT, 2/27/2006
23CTE What do we know?
- CTE keeps kids in school
- CTE helps kids focus their PS education plans
- CTE is an economic benefit to participants and to
states - CTE-based structures can affect achievement and
transition of youth to college and work, and
24Transition Findings
- Overall CTE students were significantly more
likely than non-CTE students to report that high
school had provided them with information on
college programs and courses that follow high
school course-taking. - Among dual credit participants, significantly
more CTE students compared to non-CTE students
attributed their decision to attend college to
their participation in DC.
Bragg et al, forthcoming
25More Transition Findings
- CTE students were as likely as their matched
non-CTE counterparts to enroll in college in the
fall following graduation from high school. - CTE students were significantly more likely than
their matched non-CTE counterparts to report
feeling prepared for the social and academic
challenges of college.
26Math-in-CTE An evidenced based approach to
improving academic performance of CTE students
27The Problem Math PerformanceOf American Youth
NAEP Scores for 17 Year olds
28More ProblemsScience Performance 17 Year Olds
A Nation At Risk
29The number of 17-year-old students taking
advanced math classes has also increased -- with
17 percent studying calculus and 53 percent
studying second-year algebra -- it is unclear
why that trend has not resulted in higher average
math scores over all.
http//nces.ed.gov/nationsreportcard/ltt/results20
04/
30Math-in-CTE
- A study to test the possibility that enhancing
the embedded mathematics in Technical Education
coursework will build skills in this critical
academic area without reducing technical skill
development.
1. What we found 2. What we learned 3. Technical
assistance
31Key Questions of the Study
- Does enhancing the CTE curriculum with math
increase math skills of CTE students? - Can we infuse enough math into CTE curricula to
meaningfully enhance the academic skills of CTE
participants (Perkins III Core Indicator) - Without reducing technical skill development
- What works?
32Study Design 04-05 School Year
Sample 2004-05 69 Experimental CTE/Math teams
and 80 Control CTE Teachers Total sample
3,000 students
33Study Design Key Features
- Random assignment of teachers to experimental or
control condition - Five simultaneous study replications
- Three measures of math skills (applied,
traditional, college placement) - Focus of the experimental intervention was
naturally occurring math (embedded in curriculum) - A model of Curriculum Integration
- Monitoring Fidelity of Treatment
34Math-in-CTE Experimental Treatment What we
tested
- Professional Development
- Curriculum mapping
- Development of math-enhanced lessons
- Scope Sequence
- On-going math support
35What we tested The Seven Elements
- Introduce the CTE lesson
- Assess students math awareness
- Work through the embedded example
- Work through related, contextual examples
- Work through traditional math examples
- Students demonstrate understanding
- Formal assessment
36Map of Math Concepts Addressed by Enhanced
Lessons in each SLMP
37What we found All CTEx vs All CTEcPost test
correct controlling for pre-test
p.08
p.03
p.02
Controlling for pre-test measures of math ability
38What we found Site level analyses
Only Significant effects shown
39Magnitude of Treatment Effect Effect Size
Effect Size Cohens d .80
the average percentile standing of the average
treated (or experimental) participant relative to
the average untreated (or control) participant
50thpercentile
X Group
C Group
79thpercentile
0
50th
100th
40What we found Magnitude of effect
Carnegie Learning Corporation
Cognitive Tutor Algebra I
- Percentile Shift
- From 50th to
- 62nd
- 56th
- 99th
- 76th
- 81st
- 74th
- 66th
Effect size (Cohens d) All Classes Terra
Nova (d.34) Accuplacer
(d.17) By Site Site A WorkKeys
(d2.8) Site B- TerraNova (d.69)
Site C Accuplacer (d.85) Site E- Terra
Nova (d.64) Site F AccuPlacer (d.39)
d .22
41Does Enhancing Math in CTE
- Affect Technical Skill Development?
42No difference in four sites experimental
students scored significantly higher in one site
plt.10
43What we found Time invested in Math Enhancements
- Average of 18.55 hours across all sites devoted
to math enhanced lessons (not just math but math
in the context of CTE) - Assume a 180 days in a school year one hour per
class per day - Average CTE class time investment 10.3
44What we learned
- When We Began
- A box of curriculum
- Teacher training
- Replicable by individual teachers
- After the Study, we know
- A curriculum development process
- Building and sustaining a community of practice
- Replicable by teams of committed teachers working
together over time - Core Principles
45Replicating the Math-in-CTE ModelCore
Principles
- Develop and sustain a community of practice
- Begin with the CTE curriculum and not with the
math curriculum - Understand math as essential workplace skill
- Maximize the math in CTE curricula
- CTE teachers are teachers of math-in-CTE NOT
math teachers
46What we are and are not A contextual continuum
- Traditional academic class (e.g. Algebra 1)
- CTE Academic teachers coordinate around themes
(e.g. health) - Occupation is the context for delivery of
traditional academics - (Related or applied math)
- Academics emerge from occupational content
- Disconnected
- Coordinated
- Context Based
- Contextual
- Algebra 1
- Academies
- Integrated math
- NRC Model
47Future studies How you can help
- Can we achieve the same effects with average
teachers? - We tested a class effect, to what extent will a
program effect have differential outcomes? - To what extent has this approach become
institutionalized in CTE teacher behavior? - Will the same model work for science and
literacy? - Can other approaches achieve similar results
(e.g., Context-based, coordinated curriculum)? - How much math can be enhanced in CTE before it is
no longer a CTE class? (The tipping point issue)
48Technical Assistance
- Replicating the Math-in-CTE approach in your state
49Necessary Ingredients for Replication
- 1. Communities of practice
- A. 10 CTE-Math Teacher teams or 20-20
- B. Specific occupational foci
- C. Invite not compel
- 2. Administrator support
- A. Professional Development (532) for at
- least one full year
- B. PD support (facilities, substitutes, etc.)
- D. Staff the structure
50Staffing the Technical Assistance
51Criteria for selecting states
- Willingness to commit staff for at least one
calendar year - 10 days of professional development (CTE and Math
teachers) - Interest in replicating experimental/control
design
52stone003_at_umn.edu www.nccte.org