Major New Research Highlights Value of CTE (Part II)

April 7th, 2016

In Part II, we dive into the Thomas B. Fordham Institute’s newest report, “Career and Technical Education in High School: Does It Improve Student Outcomes?” Provocative title notwithstanding, the report’s short answer is: Yes.

The report opens with a caveat that CTE is not a meaningful prat of students’ high school experience, and unlike most industrialized countries, it has been chronically neglected by leaders and policymakers.

“American students face a double-whammy: Not only do they lack access to high-quality secondary CTE, but then they are subject to a ‘bachelor’s degree or bust’ mentality,” the report states. “And many do bust, dropping out of college with no degree, no work skills, no work experience and a fair amount of debt.”

But according to data examined by University of Connecticut’s Shaun M. Dougherty, students do benefit from CTE coursework, in particular those course sequences aligned to certain industries. Based on the report’s findings, it calls for policymakers and education leaders across the country to invest more heavily – and strategically – in high school CTE, and to reauthorize the Carl D. Perkins CTE Act and increase federal support for high-quality, labor market-aligned programs that are available and appealing to all students.

The report’s findings will be discussed on April 14 in Washington, DC, and will also be streamed. Register here to hear from the report’s author and Arkansas State CTE Director Charisse Childers, among others.  The study uses the wealth of secondary, postsecondary and labor market data from the Arkansas Research Center to better understand the state of CTE, both of those students who take CTE courses and those who take three or more CTE courses within a career field.

Key findings include:

  • Students with greater CTE exposure are more likely to graduate from high school, enroll in a two-year college, be employed and earn higher wages.
  • CTE students are just as likely to pursue a four-year degree as their peers. There was little evidence of “tracking.”
  • The more CTE courses students take, the better their education and labor market outcomes. Among other positive outcomes, CTE concentrators are more likely to graduate high school by 21 percentage points when compared to otherwise similar students.
  • Though white and female students are more likely to concentrate, CTE provides the greatest boost to students who need it most – males and students from low-income families.

The report offers recommendations similar to what has taken place in Arkansas:

  • Examine state labor market projections to identify high-growth industries
  • Offer CTE courses aligned to skills and industry-recognized credentials in these fields and encourage (or require) high school students to take them)
  • Encourage (or require) students take a concentration of CTE courses
  • Support and encourage dual enrollment and make credits “stackable” from high school into college, so that high school CTE courses count toward specific postsecondary credentials

Andrea Zimmermann, State Policy Associate

fordham

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

SocialTiles_MeanderingTowardGraduation_Slide2-1280x720

 

 

 

CTE Research Review Part II

March 11th, 2016

If you missed yesterday’s post, you can catch it here. And now a quick look at new papers exploring competency-based education, the value of credentials, and many others!

Competency-based Education

Competency-based education continues to garner the attention of policymakers, educators and the research community. Here are a few new pieces on competency-based education in both K-12 and higher education.

In Case You Missed It:

CTE Research Review Part I

March 10th, 2016

It’s been a while since we’ve brought you an update on relevant research from the field. There’s so much to cover we’ve broken it into two parts.

A Look at Postsecondary Education

From the New America Foundation, researcher Mary Alice McCarthy challenges the artificial distinction between education and training and calls for “upside-down degrees” to reinvent the outdated concept of what the postsecondary education experience can be.

McCarthy offers reforms to state and federal education policies to create this flipped paradigm. She also points to states and institutions that are building pathways to four-year degrees that start with a career-training program. Others are developing “applied” bachelor’s degrees to help students build on and extend their technical expertise.

Other postsecondary-focused research:

  • The New York Federal Reserve has a report taking a closer look at unemployed college graduates and found that those who major in more technically oriented, occupation-specific fields have much lower underemployment rates than their peers in more general fields.
  • Columbia University’s Community College Research Center looks at institutional and state effectiveness in helping students transfer from community college.

Research from the Center for Education and the Workforce

New from Georgetown University’s Center for Education and the Workforce (CEW), you can take advantage of their new State Initiative, which is a portal to help states use data more effectively to inform policy and planning around education and careers.

Don’t miss CEW’s other new reports:

Andrea Zimmermann, State Policy Associate

Preparing Students for Careers in the Global Economy

January 6th, 2016

Today, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), Asia Society, Longview Foundation and Association for Career and Technical Educators (ACTE) jointly released a new white paper: Preparing a Globally Competent Workforce Through High-Quality Career Technical EducationThis paper explores why it is so critical that global competencies are embedded throughout CTE programs of study to ensure students are fully prepared for the competitive economy, and offers examples of local CTE programs successfully integrating global concepts through partnerships, projects and other student experiences.

Learn more about the paper and this key issue in a blog co-authored by NASDCTEc, Asia Society, Longview Foundation and ACTE at Education Week.

This paper is intended to spark  conversations at the national, state and local levels about ways in which CTE and global competencies can be integrated. To be part of these conversations, please join us for a special #GlobalEdChat on Twitter on Thursday, GlobalPaperJanuary 7 at 8 pm ET as well as an interactive webinar on January 13, 2016 at 3:00 pm ET.

 

CTE Research Review: How Did England Triple Its Apprenticeships?

November 4th, 2015

Apprenticeship_Header_2It’s National Apprenticeship Week! The Obama Administration has been raising the profile of (and funding for) apprenticeships through several initiatives. The most recent effort comes from the U.S. Department of Labor, which unveiled its ApprenticeshipUSA Toolkit last week.

The toolkit includes resources to learn about apprenticeships and their benefits, tools to build strong partnerships and apprenticeship strategies, and ways to help implement a fully integrated program into a state or local workforce system. It also features case studies and videos from Iowa, Michigan and Vermont. You can also check out last week’s webinar for a helpful overview of toolkit.

How Did England Generate Two Million Apprenticeships?

The Urban Institute, a Washington-based think tank, hosted the first Transatlantic Apprenticeship Exchange Forum to learn more about how England tripled its apprenticeship offerings. The Exchange featured nearly 20 U.S., British and Australian experts and apprenticeship leaders that explored methods for scaling successful and innovative programs including how to recruit employers and support apprentices.

Be sure to check out the full slate of presentations and a video of the event to learn more about the British and Australian approaches to expanding apprenticeships. For the U.S. perspective, here’s a refresher on a 2014 thought piece from the leading U.S. expert on apprenticeships, Robert Lerman.

Andrea Zimmermann, State Policy Associate

CTE Research Review: The Workforce Edition

October 29th, 2015

Transforming Workforce Development Policies

A new book from the Kansas City Federal Reserve calls for a comprehensive restructuring of the nation’s workforce development policies and programs to better meet the human capital demands of employers. This compilation of submissions from some of the most prominent thought leaders in workforce development policy today, the Federal Reserve is wading into a relatively new area of research but one where it plans to continue being actively involved.

Transforming U.S. Workforce Development Policies for the 21st Century,” provides thoughtful perspectives on the system itself as well as how to redesign these strategies and evidence-based policies and practices.

The Role of CTERoleCTE

What and who has the greatest impact on students and their career choices? This is the central question of a new report, “Attracting the Next
Generation Workforce: The Role of Career and Technical Education,” from The Manufacturing Institute, SkillsUSA and Educational Research Center of America. The study, which surveyed more than 20,000 high school students enrolled in CTE programs of study, also aims to provide insight into students’ perceptions of the value of CTE preparation.

Overwhelmingly (64 percent), students cited their own interests and experiences as the greatest influence on their future careers. The second and third greatest influences were a student’s father (22 percent) and mother (19 percent). Perhaps surprisingly, guidance counselors accounted for 3 percent –the least important influence on a student’s career choice.

So how did students perceive the value of CTE preparation for the future careers? While 47 percent of all CTE students surveyed said that CTE has helped make their career choices clearer, that number rises significantly for CTE students who also participate in a CTSO or are members of SkillsUSA. Also, those students engaged in CTSOs are nearly 50 percent more likely to pursue a technical career in the field they are studying, according to the survey.

Check out the report to learn about how students are exposed to future employers as well as educators’ perceptions of CTE.

Also new from The Manufacturing Institute is a tool that can help educators make the case for work-based learning and employer partnerships. The tool – a return on investment calculator – is designed to help manufacturers calculate the cost of open positions within a company by factoring in costs across several categories including training, recruiting, human resources and operations.

Also Worth the Read:

Andrea Zimmermann, State Policy Associate

CTE Research Review: Making Sense of Credentials

September 16th, 2015

The number of high-demand jobs requiring an occupational license has grown over the past several years. This shift requires changes from the education community when considering the requisite training and preparation that students will need to enter these careers.

A new report from the White House offers policymakers a framework for the growing field of occupational licensing as well some best practices to consider.

Some interesting facts:

  • More than one-quarter of U.S. workers now require a license to do their jobs, and most are licensed by their state – which represents a five-fold increase since the 1950s.
  • The share of licensed workers varies widely across the states from 12 percent in South Carolina to 33 percent in Iowa. Differences are largely due to state policies not occupational differences across the states.

Also, licenses are just one type of credential that students can obtain in their educational journey, and with states working to meet the new Workforce Innovation and Opportunity Act (WIOA), understanding the different types is more important than ever.

The Association of Career and Technical Education recently published a primer on credentials, in particular the postsecondary space between high school and a two-year degree. Check out the full brief here.

Finally, the two-year degree attracts students of all ages, but which of those age groups are most likely to continue on to earn their bachelor’s degree? A quick fact sheet from the American Association of Community Colleges’ “Data Points” series has the answer.

certs

Source: Association of Career and Technical Education

Andrea Zimmermann, State Policy Associate

CTE Research Review: Jobs, Jobs and More Jobs

August 27th, 2015

In the past few weeks, a number of studies have been released focusing on jobs and careers. Below is a quick rundown of some of the most salient reports.

The U.S. Departments of Education, Labor and Transportation: Strengthening Skills Training and Career Pathways across the Transportation Industry
This joint report, building on the collaboration across these agencies to better align career pathways initiatives and efforts, details the potential employment opportunities throughout the transportation industry, broken down by subsectors, occupations, career areas and geography. A core finding is that transportation industry employers are expected to hire and train roughly 4.6 million workers, an equivalent of 1.2 times the current workforce, to meet the needs of growth, retirement and turnover in the next decade.

Jobs for the Future: Promising Practices in Young Adult Employment
Jobs for the Future has released a series of three briefs to support ways in which education, employers and workforce development can better collaborate to combat the chronic high unemployment of our youngest adults. They released case studies on an EMT Career Pathway program in New Jersey; automotive and manufacturing Career Pathways in Wisconsin and Virginia; and a multi-disciplinary career exploration program in Milwaukee, Wisconsin, each of which detail the specific actions taken by employers and workforce development leaders.

Center on Education and the Workforce: Good Jobs Are Back: College Graduates Are First in Line
The latest report from Georgetown’s Center for Education and the Workforce focuses on how many of the jobs created since the Great Recession are “good jobs,” which according to the Center:

  • Pay more than $53,000 annually for a full-time, full-year worker (more than 26% above the median earnings of all full-time, full-year workers, which is $42,000), and
  • Typically are full-time (86%), offer health insurance (68%), and provide an employer-sponsored retirement plan (61 percent).

CEW Good JobsThe report finds that 2.9 million of the 6.6 million jobs added over the Recovery are “good jobs,” most of which require at least a bachelor’s degree. Consistent with many of the Center’s other reports, “Good Jobs Are Back” finds that individuals with a high school diploma or less as the most likely to suffer during and beyond the Recession and Recovery.

Young Invicibles: Best Jobs for Millennials
Focusing on careers that will provide millennials with the greatest opportunities, Young Invincibles analyzed Bureau of Labor Statistics data using three criteria: projected occupation growth by 2022, median wage and “Millennial share,” or the percentage of the total jobs in that occupation held by young adults aged 18-34. Based on the criteria and a ranking system, the report found that physician assistants, actuaries, statisticians, biomedical engineers and computer and information research scientists were the five best jobs out there for young adults. Across the list of the 25 best jobs identified, over half are “STEM” and nearly all require some education and training beyond high school, a number of which require less than a four-year degree.

Kate Blosveren, Associate Executive Director

CTE Research Review: Leveraging CTE within Competency-Based Education

August 20th, 2015

CBPA new brief from Achieve and NASDCTEc argues that states can and should leverage CTE when considering how to move K-12 education toward a system marked by mastery, not time. The paper, “Building a Strong Relationship between Competency-Based Pathways and Career Technical Education,” identifies the opportunities for collaboration and strengthened relationships as well the challenges of creating an integrated system.

Competency-based pathways (CBP) have the potential to open new opportunities for students to learn and demonstrate their learning in meaningful ways. To do this, students should be able to access engaging learning opportunities that are grounded in application and relevant to their career goals – a central focus of CTE. This is why state leaders should consider how to ensure that CBP and CTE systems are aligned and mutually reinforcing.

In fact, states that intentionally include CTE in their vision for CBP can use its inherently competency-based elements to help break down the classroom walls that separate academics from CTE, and by doing so, can value learning where it happens and create opportunities for teachers to collaborate and innovate.

Leverage points can include:

  • Contextualized learning environments for all students
  • Self-directed pathways anchored in students’ career interests and inclusive of the full breadth of college- and career-ready knowledge and skills
  • High quality experiential learning opportunities
  • Project-based learning as a platform for instruction
  • CTE as a component of assessments to authentically measure student learning

The brief also offers key points of consideration for states moving toward an integrated CBP system:

  • Incorporating CTE at the outset helps break down the historical silos that still exist within the education system
  • Ensuring equitable student access to high quality CBP across CTE areas
  • Building capacity for districts, schools and educators to transition to an integrated CBP system
  • Overcoming data and reporting challenges to capture student proficiency where it happens, especially when it happens beyond the traditional school walls
  • Recognizing that some elements of CTE programs are still beholden to time
  • Crafting a thorough, well-executed communications plan to build buy-in and understanding

The brief includes state examples from Colorado, Connecticut, Illinois, Kentucky, Maine, Michigan, New Hampshire, Ohio, Oregon, Rhode Island, and Vermont. Read more about how states are implementing CBP here.

Andrea Zimmermann, State Policy Associate

 

Series

Archives

1