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The Role of CTE in High School Reform Part I

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Title: The Role of CTE in High School Reform Part I


1
The Role of CTE in High School ReformPart I
  • James R. Stone III
  • Director

2
Agenda 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)
  • Curriculum Integration

3
(No Transcript)
4
The 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
5
What 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

6
Labor 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

7
More 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).

8
The 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.

9
The Solution
  • Rigor

MORE
10
To 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)

11
Achievement 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.
12
NAEP Science Scores 17 Year Olds
3.2 Science Credits
1.5 Science Credits
2.1 Science Credits
13
HS 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)
15
When do they leave?
9th grade 10th grade 11th grade
12th grade 5th year

Plank, 2005
16
Transition 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
17
Remediation
  • 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
18
College readiness (2005 ACT tested students)
19
College 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,"
20
The Emergent Workplace
  • What do we know?

21
Recall 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

22
What 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

23
College for all?
  • Current Population Survey (2000)
  • Bureau of Labor Statistics (2002)

24
40 percent of (college grads) not enrolled in
graduate education say they are employed in a job
where a college degree is not required.
  • Paul Barton, ETS, 2006

25
The Fallacy of Composition What is true for the
individual will also be true for the large group
or society as a whole.
  • (Cappelli, 2008)

26
The Effect?
  • This would (and some argue has) lower the price
    of an educated worker (Cappelli, 2008)
  • Downward occupational mobility

27
Recall 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
28
What 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

29
The Real Labor Market Opportunity
  • Middle Skill Occupations

30
Fastest Growing Jobs - 2016
31
Real employment opportunities 45 growth in
Middle Skill Occupations (164 Million Workers by
2016)

32
Top 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

33
Labor Market Skill Distribution - 2016
34
Middle 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)
35
Changes in workforce demands
36
What Employers Really Need
37
What are Employers not Getting?
38
HS 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)
39
High 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.
  • Barton, 2006

40
HS 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)

41
What 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

42
The 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

43
FINDING SOLUTIONS TO THE REAL PROBLEMS OF
WORKFORCE DEVELOPMENT AND EDUCATION REFORM
  • WHAT DO WE KNOW ABOUT CTE?

44
CTE as a solution framework Engagement
Achievement Transition
  • Program Level
  • CTSO
  • WBL
  • Classroom
  • School Level
  • Career Academies
  • Career Clusters
  • Programs of Study

Rigor, Relevance Relationships
45
81 of dropouts said real world learning may
have influenced them to stay in school
  • Bridgeland, et al - Gates Foundation Report, 2005

46
Why they leave
Source The silent epidemic Perspectives of high
school drop outs (2006) by Civic Enterprises at
www.civicenterprises.net
47
CTE and School Engagement
48
Graduation School and CTE Effects
From Castellano, Stringfield Stone, 2007
49
CTE 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
50
CTSOs 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
51
CTSOs Early Findings (Alfeld, et al, 2007)
Note Leadership positions in the CTSO had no
effect on any outcomes
52
Work-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.
53
CTE 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)

54
CTE Academic Achievement of Youth in HS-PS
Articulated Programs

55
CTE Learning the Soft Skills
56
Articulated 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
57
Post 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
58
College Attendance and Completion
NAVE, 2004
59
Credential Acquisition
NAVE, 2004
60
CTE 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)

61
What 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
62
CTE 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 . .
    .

63
Later 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

64
For more James.Stone_at_Louisville.edu
  • www.nrccte.org
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