Major New Research Highlights Value of CTE (Part I)

April 7th, 2016

This week, two leading education organizations – the Thomas B. Fordham Institute and Education Trust – have published new research that illustrates how K-12 CTE can and should be used to create meaningful education experiences that prepares students for future success in college and careers. First up, an analysis of high school transcripts to pull back the curtain on college and career readiness.

Meandering toward Graduation: Transcript Outcomes of High School Graduates

In “Meandering toward Graduation: Transcript Outcomes of High School Graduates,” Ed Trust finds that while students may graduate high school, too many are leaving with no clear path forward.

For nearly a decade, college and career-readiness for all students has been the foundational rhetoric of U.S. education, but high school transcripts show that this rhetoric didn’t bear out in reality for most graduates in 2013. In fact, fewer than one in 10 recent graduates had taken a foundational set of courses necessary to be both college- and career-ready. Additionally, the data shows that 47 percent of graduates completed neither a college- nor career-ready course of study. The study defined college- and career-courses of study as the standard 15-course sequence required for entry at many public colleges, as well as three or more credits in a career-focused area such as health science or business.

Of those who had completed a course of study, only eight percent in those graduates completed a full college- and career-prep curriculum. Further, less than one-third of graduates completed a college-ready course of study and just 13 percent finished a career-ready course sequence. Because seat-time is not a sufficient indicator of readiness, the report also looks at who in the college- and career-ready cohort, particularly students of color or disadvantaged backgrounds, had also demonstrated mastery of the curriculum. When looking at mastery, an additional 14 percent of graduates fail to meet this benchmark.

Rather than aligning high school coursework with students’ future goals, the report found that high schools are continuing to prioritize credit accrual, which reinforces the idea that high school graduate is the end goal in a student’s educational journey. The report identifies state-, district-, and school-level levers including transcript analysis, master schedule, credit policies and graduation requirements.

To truly prepare students, school structures, culture and instruction must shift to prepare students for postsecondary studies aligned to their career interests, and this can be done without risk of recreating a system of tracking students into prescribed pathways.

Andrea Zimmermann, State Policy Associate

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Inside International CTE: Work Based Learning in Toronto

April 7th, 2016

In an interview with Beth Butcher, Executive Superintendent, Teaching and Learning, and Bernadette Shaw, Central Coordinating Principal, Teaching and Learning of the Toronto District School Board (TDSB), we explore the Canadian Technological Education system. This post part of our ongoing partnership with Asia Society’s Global Learning Blog on Education Week. This post was written by Heather Singmaster, Asia Society. 

What does technological education look like in Toronto/Ontario?
Technological education in grades 9-12 is guided by Ontario’s Ministry of Education curriculum documents, Technological west_t_weld017 copyEducation, 2009.  Programs are offered in communications technology, computer technology, construction technology, green industries, hairstyling and aesthetics, health care, hospitality and tourism, manufacturing technology, technological design, and transportation technology. Course work focuses on broad-based technologies (grades 9 & 10) and areas of emphasis (grades 11 & 12). When technological education programs are packaged with cooperative education, students have the opportunity to transfer learning from the classroom to the workplace by further developing and refining skills. This enables students to gain hands-on experience in the subject area and explore careers in a specific industry sector. Technological education programs lead to all exit destinations including the workplace, college, university, and apprenticeship. Students in cooperative education, who are working in skilled trades, may register as apprentices through the Ontario Youth Apprenticeship Program (OYAP), a joint partnership between the Ministry of Education and the Ministry of Training, Colleges and Universities.

What percentage of the student population participates in technological education?
Technological education is offered in eighty-six secondary schools in the TDSB. We are the largest provider of this form of experiential learning in the country. Any student transitioning from grade 8 to grade 9 may select the broad-based introductory course, Exploring Technologies (TIJ). At the secondary level, there are over two thousand sections/classes running during the regular school year and approximately twenty-seven thousand students participate in any of the broad-based programs and/or areas of emphasis courses.

Which sectors/fields of study are most popular with students?
The Ontario curriculum is aligned with current economic industry sectors. While there is substantial interest in all technological education programs, participation rates are frequently dependent on specialized school facilities. Transportation technology, hospitality and tourism, and hairstyling and aesthetics are popular among students, as demonstrated in the TDSB course enrolment data. More and more, the integration of technological education with other areas of study is emerging as a trend. Whether it’s communications technology supporting transportation diagnostics or the application of mathematics in construction classes, technological education is most effective when supported through a cross-curricular, contextualized framework. The academic versus vocational demarcation is beginning to blur and this is paramount for students who aspire to take on a career in skilled trades and technologies.

How is technological education funded in Toronto?
Like all Ontario curriculum, schools deliver technological education by way of the Ministry of Education’s funding model. Students participating in Ontario Youth Apprenticeship Program are additionally funded through the Ministry of Training, Colleges, and Universities (MTCU). MTCU also supports students through funding to complete their Level 1 Apprenticeship training, through a Training Delivery Agent in an approved sector of the skilled trades.

Read the full post on Education Week’s Global Learning blog.

Photo courtesy of the Toronto District School Board. 

Advance CTE Spring Meeting: Early Bird Registration Closes Next Week!

April 6th, 2016

The early bird registration deadline is approaching fast and you don’t want to miss United States CapitalAdvance CTE’s annual Spring Meeting featuring speakers from across the country including:

  • Experts from 10 national organizations who will share insights into the future of CTE
  • State leaders who will discuss best practices and what’s most effective in their states, and
  • Congressional staffers and policy experts who will provide updates of federal policies including the Carl D. Perkins Act and Every Student Succeeds Act.

Hear From Your Peers
States across the nation are leading CTE in innovative and exciting ways. Learn from your fellow State CTE Directors and Advance CTE members on what’s working in their states on topics ranging from accountability to workforce development.

Celebrate Excellence
Join us to honor Advance CTE’s annual Excellence in Action award winners during a ceremony and luncheon on May 24th. Learn about and meet the winners spanning 11 Career Clusters from 9 states!

Early bird deadline: Thursday, April 14

Register today!

Katie Fitzgerald, Communications Associate 

This Week in CTE

April 1st, 2016

TWEET OF THE WEEK

ARTICLE(S) OF THE WEEK

This week, Advance CTE, JPMorgan Chase & Co. and CCSSO announced the 25 recipients of phase one of the New Skills for Youth grants. Twenty-four states and Washington, D.C. will receive $100,000 six month grants to develop career readiness action plans. In addition to a national press release, many states distributed press releases or were covered in articles including: Oklahoma, Delaware, Montana, South Carolina, Illinois, Utah, Massachusetts and Kentucky.

RESOURCE OF THE WEEK

The Institute for Education Sciences released a variety of new grantee areas in education research, including CTE. Research should address policies, programs and practices that increase career readiness in secondary education students.

Katie Fitzgerald, Communications Associate 

State Policy Update: Sharing State Resources

March 30th, 2016

This month’s State Policy Update is focusing less on legislative activity and more on sharing some of the interesting things happening in the states around CTE:

New State Resources

  • The California Career Resource Network, supported by the state Department of Education, has released new “Career & College Readiness Lesson Plans.” There, you can find 45 lessons geared toward 5th-12th grade students, with around five lessons per grade. Though organized by grade level, the lessons could be used for any grade. Additionally, the Network has developed an Educator Guide, a bi-lingual career readiness glossary, and Spanish-language student handouts.
  • A new partnership between ArkansasDepartment of Career Education and the Arkansas Research Center has helped the department save time and money. In a blog post from the Workforce Data Quality Campaign, the department partnered with the research center to develop new technical solutions for Perkins reporting. The center, which has two software developers on staff, created software that reduces the burden of Perkins reporting as well as save the department an estimated $500,000 over the next 10 years.
  • In somewhat state-related news, LinkedIn, Burning Glass Technologies and the Markle Foundation have launched a new kind of job website – Skillful.com. The site is specifically designed for middle-skills job seekers with job ads, career exploration tools, and more. The site launched in Colorado in March focusing on information technology, advanced manufacturing and health care. The site plans to expand to the Phoenix area in April.

News of Note

  • In a blog post in Education Week, the Council of Chief State School Officers illustrates how states can use their accountability systems to affect student learning. The post leans heavily on contextualized and personalized learning, a hallmark of CTE.
  • Also in Education Week, an article highlighting that while K-12 spending is expected increase for most states this year, the budgets of the state education agency are getting cut in favor of directing money to local school districts. This squeeze is coming at a time when many state departments are gearing up to consider how best to fully leverage the flexibility provided for in the new federal Every Student Succeed Act (ESSA). As a special resource for only for Advance CTE members, be sure to check out our ESSA cheat sheet about the opportunities and intersections for CTE in the new law.

And finally, because we couldn’t resist some legislative, state board and gubernatorial news:

  • Earlier this month, the Michigan Board of Education adopted energy as its 17th Career Cluster®. Michigan industry leaders led this effort in order to develop a skilled energy utility workforce to combat the state’s skills gap, which is expected to grow retirements over the next 10 years. The Energy Career Cluster will use energy industry content standards developed by the Center for Workforce Development, a non-profit consortium of energy utilities.
  • The National Skills Coalition has a round-up of the workforce development initiatives proposed by governors in their budget and State of the State addresses this year.

Andrea Zimmermann, State Policy Associate

Advance CTE Legislative Update: Secretary King Continues to Make Rounds on Capitol Hill as a Bipartisan Group of 150 Lawmakers Express Support for Perkins Funding

March 28th, 2016

cherry-blossoms-at-jefferson-150x150Although Congress is out of session until the first week of April, lawmakers continued to examine the Obama Administration’s proposed Fiscal Year (FY) 2017 budget just before their “Easter Recess” was set to begin late last week.

Newly confirmed U.S. Secretary of Education John King appeared before the House Labor, Health and Human Services, and Education Appropriations Subcommittee last week to discuss his department’s proposed spending priorities contained in the President’s FY 2017 budget.

As we have shared previously, the Obama Administration proposed flat-funding for the Carl D. Perkins Act’s (Perkins) basic state grant program— approximately $1.118 billion at current levels. Rather than proposing to fully fund the core formula grants that compose Perkins (which are still $5 million below “pre-sequester” levels) the Administration renewed its call for a new competitive grant program known as the “American Technical Training Fund” (ATTF).

Thus far Congressional lawmakers have met this proposal with measured skepticism. Members have been raising a number of concerns related to the ATTF and the U.S. Department of Education’s (USDE) other proposed CTE-related spending priorities, all of which would be made at the expense of fully investing in the Perkins Act.

During the House hearing last week Rep. Roby (R-AL) echoed these sentiments saying, “Rather than funding a large competitive grant, it seems to me that these funds would be better used to support state formula grants which would ensure more students are able to benefit from the CTE experience.” Rep. Womack (R-AR) also reiterated these concerns, questioning why USDE was proposing to fund a “new and unproven program” while failing to fully invest in its existing CTE commitments like Perkins.

The full hearing and related testimony can be viewed here.

Although the CTE-related spending priorities in the President’s FY 2017 budget have been disappointing, a group of 150 lawmakers have taken the opportunity to champion Perkins funding in the upcoming budget and appropriations cycle. In the House 118 members of Congress signed on in support of “pre-sequester” funding levels for the Perkins basic state grant program— a record number of signatures from both sides of the aisle. In the Senate, 32 Senators signed-on in support of a similar letter calling for the same funding levels in the upcoming appropriations process.

Advance CTE applauds these lawmakers for formally expressing their support of Perkins funding and a special note of thanks goes to House CTE Caucus Co-Chairs Rep. Glenn Thompson (R-PA) and Rep. Jim Langevin (D-RI), along with Sen. Richard Blumenthal (D-CT) who lead these efforts in their respective chambers.

The letters can be viewed here and here. If your member of Congress signed-on in support of either of these appropriations letters, we encourage you to visit ACTE’s Action Center to send your lawmaker a note of thanks!

Perkins Reauthorization Efforts Continue

As we shared last October, the Senate Health, Education, Labor, and Pensions (HELP) Committee began to formally consider the reauthorization of the Perkins Act. While these efforts have been overshadowed by higher profile issues such as the federal budget, the Supreme Court nomination process, and the upcoming Presidential elections, the committee’s consideration of Perkins has continued behind-the-scenes for much of this year. HELP Committee members have been working to expand upon the bipartisan Perkins reauthorization principles they released last fall and it is possible that this work could culminate in a draft bill as soon as the next few weeks.

In the House, formal consideration of Perkins is still in the early stages but it remains a significant priority for the House Education and the Workforce Committee this year.

As this work continues, Members of Congress have been working on smaller pieces of legislation that they hope will inform the wider reauthorization process. One such bill, the CTE Equity and Excellence Act (S. 2718), introduced by a handful of Senators on and off the HELP Committee proposes to amend Title II of Perkins to fund high school reform efforts by harnessing the potential of CTE to support greater student achievement. Advance CTE looks forward to working with these offices on a wider reauthorization effort where proposals such as this can be thoughtfully considered in the context of the entire legislation.

Odds & Ends

  • Congress passed the “Evidenced-Based Policymaking Commission Act of 2016” this month which would establish a committee to make recommendations for how the federal government can use data to evaluate federal programs and more effectively spend public resources. More coverage of the bill can found on the Workforce Data Quality Campaign’s blog. Read the full bill here.
  • The House Education and the Workforce Committee held a hearing this month to explore current federal policies related to education research and student privacy. This hearing is part of a wider effort to reauthorize the Education Sciences Reform Act (ESRA). More info can be found here and here.
  • USDE convened the first round of negotiated rulemaking this month to develop regulations to govern the ongoing implementation of the Every Student Succeeds Act (ESSA). A number of topics are being discussed as part of these negotiations, most notably for the CTE community specifics related to ESSA’s new assessment framework and the implementation of the law’s new “supplement-not-supplant” spending requirements.

Steve Voytek, Government Relations Manager 

This Week in CTE

March 25th, 2016

ANNOUNCEMENT OF THE WEEK

The National Career Pathways Network’s Career Pathways Partnership Excellence Award is accepting applications until May 25. The award focuses on career guidance and advising, professional development for both educators and employers, and work-based learning.

INFOGRAPHIC OF THE WEEK

An infographic produced by The Kresge Foundation explains the urban higher education ecosystem.

RESORUCE OF THE WEEK

LinkedIn, Burning Glass and Markle Foundation launched Skillful.com, a website middle-skills workers in Colorado, with plan to expand to Phoenix.

Katie Fitzgerald, Communications Associate 

Salmon, Maryland’s Newest State CTE Director, Looks Towards Preparing Students for College and Career

March 25th, 2016

Dr. Karen Salmon, the newest State CTE Director in Maryland and the current interim Deputy State ksalmonSuperintendent, has deep roots in Career Technical Education (CTE). She spent most of her career in Maryland serving roles that span the education sector, including teacher, an evaluator and coordinator to support people with disabilities at a CTE center, administrator, and assistant superintendent. From working on the ground as an educator to serving as a superintendent in both New York and Maryland, Salmon has a breadth of expertise and knowledge about how CTE works from the classroom to the state level.

In taking over as the State CTE Director, Salmon is focused on fine tuning the programs in the state. This includes further developing programs of study in the STEM Career Cluster, which resulted in an almost $1 million grant to promote biomedical programs in Maryland.

Additionally, the state is honing in on what it means for their students to be college and career ready, in which CTE will play a large role. To that end, Salmon is working on an initiative in response to a Senate bill requiring all students to be college and career ready by their junior year. When looking to the future, Salmon believes there needs to be a shifting of priorities of students, parents and the education system. “What we need to tell our kids is that everyone needs to be preparing for a career,” said Salmon. “College is not a career. College is the most expensive career development program we could ever have. We have to confront this idea that everyone is going to go to college.”

Despite CTE’s strength in preparing students for both college and careers, like many states, Maryland is facing a perception challenge. “We have to change the mindsets of many parents, teachers, and counselors all the way up the line about what the goals of CTE programs of study are. While it remains difficult, we’re constantly working on how to market ourselves more strategically and positively,” said Salmon. One of the ways this is being accomplished is through stronger student organizations, which help communicate the value of CTE to not only students, but also their parents.

We look forward to Salmon’s leadership in promoting college and career readiness, and advocacy in CTE’s important across the state.
Katie Fitzgerald, Communications Associate

This Week in CTE

March 18th, 2016

ARTICLE OF THE WEEK

Northwest Suburban High School District 214’s $1,000 Twitter-based scholarship contest asks seniors to record 30 second videos explaining how they are college or career ready. The scholarship goes hand in hand with the district’s Redefining Ready Initiative, which encourages looking beyond test scores to determine college an career readiness, looking at metrics from dual enrollment to industry certifications.

VIDEO(S) OF THE WEEK

NOCTI announced the winners of their 2016 video contest with the theme, Be Your Own Hero! Students submitted videos highlighting the skills they’ve gained and the benefits of CTE.

WEBINAR OF THE WEEK

The Southwest Transportation Workforce Center and Advance CTE cosponsored the webinar, Innovative Transportation, Distribution and Logistics Partnerships featuring teachers, administrators and industry partners who presented best practices for delivering transportation curriculum to students grades 6-12.

Katie Fitzgerald, Communications Associate 

This Week in CTE

March 11th, 2016

TWEET OF THE WEEK

ARTICLE OF THE WEEK

The Washington Post highlighted the Arlington Career Center’s proposed Arlington Tech program, which would put CTE at the center of the school’s curriculum. While students would take core academic classes, they would also participate in a multitude of project-based learning opportunities and potentially allowing students to earn postsecondary credit.

ANNOUNCEMENT OF THE WEEK

The U.S. Department of Education launched the CTE Makeover Challenge providing $200,000 to high schools to create makerspaces, providing students with both the materials and environment they need to succeed.

RESEARCH OF THE WEEK

Results from the international large scale study of adult skills and life experience on education and employment, Program for the International Assessment of Adult Competencies (PIAAC) was released in a report, Skills of U.S. Unemployed, Young and Older Adults in Sharper Focus, this week. Conducted in the U.S. and 23 other countries in 2012/2014, the U.S. did not perform well. Overall, the study found that adults ages 16-65 scored slightly lower than average in literacy, well lower than average in numeracy, and dead last of the 23 countries in problem solving in technology-rich environments.

Katie Fitzgerald, Communications Associate

 

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