Title: The Role of CTE in High School Reform Part I
1The Role of CTE in High School ReformPart I
- James R. Stone III
- Director
2Agenda Part I
- The premise for HS reform The Impact of 30
Years of education reform - The premise of HS reform The labor market Myth
and Reality - CTE as a (partial) solution?
Agenda Part II (1000-1130)
- Career clusters
- Programs of study
Agenda Part III (100 to 230)
3(No Transcript)
4The 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
5What does it take to obtain good jobs (Myth or
Reality)?
- Research by American Diploma Project indicates
that regardless if students go on to college or
into the workforce after graduation, they still
need the same knowledge and skills, particularly
in English and mathematics. At a minimum, high
school course requirements need to cover four
years of rigorous English and four years of math,
including Algebra I, Geometry, Algebra II, and
data analysis and statistics. - The 4x4 approach
6Labor Market The Rhetoric
- India and China are producing more engineers
- We are not graduating enough engineers
- Academic skills required for college are the same
as required for workplace
7More Rhetoric
- If trends in U.S. research and education
continue, our nation will squander its economic
leadership, and the result will be a lower
standard of living for the American people. By
2015 the country needs to double the number of
bachelors degrees awarded annually to U.S.
students in science, math, and engineering.
(National Summit on Competitiveness 2005) - The United States faces an unprecedented
challenge to its long-term global economic
leadership. And a fall from leadership would
threaten the security of the nation and the
prosperity of its citizens. High school students
in the U.S. perform well below those in other
industrialized nations in the fields of
mathematics and science and thus we need to
make STEM education a national priority.
(Council on Competitiveness 2004).
8The Argument Whether graduates are going to
college or work, they need the same skills
- HS Reform advocates argue that data show a high
degree of convergence between the knowledge and
skills students need to succeed on the job and in
college.
9The Solution
MORE
10To be college and work ready, students need to
complete a rigorous sequence of courses
To cover the content American Diploma Project
research shows students need to be college and
work ready, high school graduates need to take
- In math
- Four courses
- Content equivalent to Algebra I and II, Geometry,
and a fourth course such as Statistics or
Precalculus
- In English
- Four courses
- Content equivalent to four years of grade-level
English or higher (i.e., honors or AP English)
11Achievement Flat or Declining in Reading, 17 year
olds, NAEP
12.9 Academic Credits
19 Academic Credits
Note Long-Term Trends NAEP
Source NAEP 2004 Trends in Academic Progress.
12NAEP Science Scores 17 Year Olds
3.2 Science Credits
1.5 Science Credits
2.1 Science Credits
13HS Achievement In Math
3.6 math credits
2.4 Math Credits
1.7 Math Credits
Note Long-Term Trends NAEP
Source NAEP 2004 Trends in Academic Progress and
NAEP 1999 Trends in Academic Progress.
14 of 9th Graders who complete High School
68
Alaska 61
Source One-Third of a Nation (ETS, 2005)
15When do they leave?
9th grade 10th grade 11th grade
12th grade 5th year
Plank, 2005
16Transition to college The Challenge
31 Leave with 0 Credits
68 Graduate HS in 4 Years
18 Graduate a 4-College in 5 Years
100 Start 9th Grade
40 Start College
27 Start Sophomore Year
31
Source Education Weekly March 2005
17Remediation
- Once many of these same students get into
college, 40 of four-year students and 63 of
two-year students require remediation. (a report
from Education Commission of the States)
Patrick M. Callan, Joni E. Finney, Michael W.
Kirst, Michael D. Usdan and Andrea Venezia, The
Governance Divide A Report on a Four-State Study
on Improving College Readiness and Success (San
Jose The National Center for Public Policy and
Higher Education, 2005).
Source NCES (2003), Remedial Education at
Degree Granting PS Institutions in fall 2000
18College readiness (2005 ACT tested students)
19College 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,"
20The Emergent Workplace
21Recall the assumptions the emergent workforce
requires
- More emphasis on mathematics, science,
engineering and technology - More emphasis on college for all
- All students need the same 4x4 curriculum
22What the data show
- 94 of workers reported using math on the job,
but, only1 - 22 reported math higher than basic
- 19 reported using Algebra 1
- 9 reported using Algebra 2
- Among upper level white collar workers1
- 30 reported using math up to Algebra 1
- 14 reported using math up to Algebra 2
- Less than 5 of workers make extensive use of
Algebra 2, Trigonometry, Calculus, or Geometry on
the job2
- M. J. Handel survey of 2300 employees cited in
What Kind of Math Matters Education Week, June
12 2007 - Carnevale Desrochers cited in What Kind of
Math Matters Education Week, June 12 2007
23College for all?
- Current Population Survey (2000)
- Bureau of Labor Statistics (2002)
2440 percent of (college grads) not enrolled in
graduate education say they are employed in a job
where a college degree is not required.
25The Fallacy of Composition What is true for the
individual will also be true for the large group
or society as a whole.
26The Effect?
- This would (and some argue has) lower the price
of an educated worker (Cappelli, 2008) - Downward occupational mobility
27Recall the assumptions
- India China are producing more engineers than
U.S. - US produces 222,000 engineers
- India produces 215,000 engineers
- China produces 352,000 engineers
- We are not graduating enough engineers
- SE wages have actually declined in real terms
and unemployment rates have increased -
Duke University Study, 2006 Rand, 2006
28What the data show
- SE occupations make up only about one-twentieth
of all workers, - 435,000 U.S. citizens and permanent residents a
year graduated with bachelor's, master's, and
doctoral degrees in science and engineering. Over
the same period, there were about 150,000 jobs
added annually to the science and engineering
workforce. .http//www.businessweek.com/print/smal
lbiz/content/oct2007/sb20071025_827398.htm
29The Real Labor Market Opportunity
30Fastest Growing Jobs - 2016
31Real employment opportunities 45 growth in
Middle Skill Occupations (164 Million Workers by
2016)
32Top 10 Occupations with the Most Projected
Openings Alaska 2004 to 2014
- (2) Retail Salespersons
- (12) Waiters and Waitresses
- -Cashiers
- General and Operations Managers
- (4) Combined Food Preparation and Serving
Workers - (1) Registered Nurses
- Janitors and Cleaners, Excluding Maids and
- -Housekeeping Cleaners
- (6) Personal and Home Care Aides
- (5) Office Clerks, General
- -Operating Engineers and Other Construction
- Equipment Operators
33Labor Market Skill Distribution - 2016
34Middle Skill Occupations (B.A./B.S. NOT Required)
Occupation Air Traffic Controller Storage and
distribution manager Transportation
manager Non-retail sales manager Forest fire
fighting/prevention supervisor Municipal fire
fighting/prevention supervisor Real estate
broker Elevator installers and repairer Dental
hygienist Immigration and Customs
inspector Commercial pilot
Salary 102,300 66,600 66,600 59,300 58,920
58,902 58,720 58,710 58,35
0 53,990 53,870
Farr, M. Shatkin, L. (2006) The 300 Best Jobs
That Don't Require a Four-Year Degree. (US
Department of Labor, Bureau of Labor Statistics)
35Changes in workforce demands
36What Employers Really Need
37What are Employers not Getting?
38HS Reform and Work Facing Labor Market Realities
- No support that those not going to college need
to be qualified to enter college credit courses
in order to enter the workforce. - Becoming qualified for college-level classes or
for entering a job directly out of high school is
not the sole purpose of a high school education,
e.g. preparing citizens to participate in a
democracy.
Barton, P (ETS, 2006)
39High school is the last education opportunity
paid for wholly by the public. Its purpose has
to be to do the best it can to provide all who
leave it the foundation necessary to enter, or
further prepare for, adult life.
40HS Reform Labor Market Realities
- to right these workplace problems, policy makers
are looking in the wrong directionpaying
attention to skills workers really need to
succeed, not on an assumed set of skills that may
not be so critical after all . . . - Robert Lerman (2008)
41What are the real school problems?
- A high and rising drop out rate
- Students who graduate are lacking in basic math
and science skills - Most students think they are going to college but
do not prepare for it or any other possible future
42The real challenges of education reform are
- 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
43FINDING SOLUTIONS TO THE REAL PROBLEMS OF
WORKFORCE DEVELOPMENT AND EDUCATION REFORM
- WHAT DO WE KNOW ABOUT CTE?
44CTE as a solution framework Engagement
Achievement Transition
- Program Level
- CTSO
- WBL
- Classroom
- School Level
- Career Academies
- Career Clusters
- Programs of Study
Rigor, Relevance Relationships
4581 of dropouts said real world learning may
have influenced them to stay in school
- Bridgeland, et al - Gates Foundation Report, 2005
46Why they leave
Source The silent epidemic Perspectives of high
school drop outs (2006) by Civic Enterprises at
www.civicenterprises.net
47CTE and School Engagement
48Graduation School and CTE Effects
From Castellano, Stringfield Stone, 2007
49CTE 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, 2005
50CTSOs Testing the Effect
B
General Student Population Class (same school)
CTE Class with CTSO
A
B
General Student Population Class (same school)
CTE Class-No CTSO
51CTSOs Early Findings (Alfeld, et al, 2007)
Note Leadership positions in the CTSO had no
effect on any outcomes
52Work-Based Learning Long Term Value
- No WBL 2.99 college GPA
- No community service 3.02 college GPA
- 58 with NO HS WBL college GPA above 3.0
- HS WBL 3.08 college GPA
- Community service 3.11 college GPA
- 64 of with HS WBL college GPA above 3.0
Swail, Watson S., and Kampits, Eva (2004).
Work-Based Learning and Higher Education A
Research Perspective. Washington, DC Educational
Policy Institute, Inc.
53CTE Achievement
- CTE concentrators take more and higher level math
than general track counterparts (Stone Aliaga,
2002) - CTE concentrators increased 12th grade NAEP by 8
scale points (vs 4 for non-CTE students) in
reading 11 points (vs. no change for non-CTE
students) in math (NAVE, 2004) - Students in schools with highly integrated,
rigorous academic CTE programs have
significantly higher student achievement in
reading, math science than students in other
schools (SREB, 2004)
54CTE Academic Achievement of Youth in HS-PS
Articulated Programs
55CTE Learning the Soft Skills
56Articulated CTE Programs and Transition
- CTE students were significantly more likely
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. - 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.
Bragg et al, forthcoming
57Post Secondary Transition
- HS CTE does not increase probability of pursuing
PSCTE - HS CTE does not reduce probability of stopping
out of PS
- CTE increases two-year degree choice
- CTE increases the likelihood of pursuing a
Associates degree or certificate - CTE does not increase the need for PS remedial
education
NAVE 2004
58College Attendance and Completion
NAVE, 2004
59Credential Acquisition
NAVE, 2004
60CTE Transition to Work
- CTE graduates are 10-15 more likely to be in the
labor force and earn 8-9 more than academic
graduates (Sage Foundation Report, 2001) - 7 years following graduation, CTE students had
earnings that increased by 2 for every CTE
course they took (NAVE,2004) - HS CTE concentrators are 2.5 times more likely to
be working while pursuing postsecondary education
than are college prep students (SREB, 2006)
61What do they know, we dont?
- Nations enrolling a large proportion of
upper-secondary students in vocational programs
that include heavy does of WBL have significantly
higher - school attendance rates
- higher upper-secondary completion
rates - college attendance
Bishop Mane, 2004
62CTE 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, but . .
.
63Later today . . .
- Preparing youth for a productive adulthood
- Career clusters and pathways
- Programs of study
- Career academies and other strategies
- Current research and findings on academic
integration and CTE - The model
- The research
- The results
- What works
64For more James.Stone_at_Louisville.edu