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Posts Tagged ‘college and career readiness’

NASDCTEc Fall Meeting Blog Series: Teachers, Employers, Students and the System: What needs to change?

Friday, October 24th, 2014

Earlier this week at NASDCTEc’s annual Fall Meeting, Brandon Busteed, Executive Director of Gallup Education, delivered a strong call to action to the CTE community. Highlighting Gallup’s research on the education system the economy in America today, Busteed urged attendees to leverage this data to reframe CTE in national and local conversations about education and careers.

Gallup conducted a national poll of students and found that students become significantly less engaged each year they are in school. More than 75 percent of elementary school students identify as engaged, while only 44 percent of high school students report feeling engaged at some point during the school day.

Busteed noted that there are reasons for student disengagement. Student success is measured through graduation rates, SAT scores, and G.P.A., which rarely – if ever – takes into account the student as a whole person. While these measures are certainly important, hope, mentorship and the opportunity to work on long-term projects are stronger indicators of success.

“What are we doing to identify entrepreneurship in our schools right now?” said Busteed. “We identify athletic talent with ease, we identify IQ; we don’t work to identify the next Bill Gates or Mark Zuckerberg. There are no indicators the education system uses to determine who will be an effective or successful entrepreneur.”

To that end, Busteed cited a recent interview with Laszlo Bock, Senior Vice President of People Operations at Google, who called grades and test scores worthless predictors of successful employees.

Just as internships are valuable experiences for students, teacher externships can be incredible opportunities that may be key in helping connect classroom curriculum to the modern workplace. Given the typical capacity issues for work-based learning, 3 million teacher externships would be the equivalent of more than 50 million student internships.

Businesses also value a stronger partnership with higher education. Currently, only 13 percent of business leaders think there is “a great deal” of collaboration between higher education and employers, while almost 90 percent favor an increased level of collaboration.

What implications does this research have for CTE? High-quality CTE programs provide all the opportunities Busteed called essential to student success: a focus on employability skills and technical skills, mentorship through work-based learning and curriculum that is made relevant by tying learning to the real world.

Busteed left the group with a final charge – the CTE community needs to better communicate career technical education not as option B, but instead as a staple of all students’ educational experience.
To view Busteed’s PowerPoint, please visit our 2014 Fall Meeting page.

Katie Fitzgerald, Communications Associate

By Andrea Zimmermann in Meetings and Events, NASDCTEc Fall Meeting, Research, Resources
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American RadioWorks Profiles CTE in Documentary Series

Wednesday, September 17th, 2014

Evidence is mounting that the public is waking up to CTE’s power to engage students and put them on a path to success (87 percent want more CTE in high schools, according to Gallup’s Poll of the Public’s Attitudes Toward the Public Schools). Through the years, a number of stories have attempted to document the shift in both the practice and perception of CTE, but often reveal only a fraction of CTE’s long and important story.

In their one hour documentary Ready to Work, American RadioWorks takes a look at the transition from vocational education to CTE, the transformative effect modern CTE has had locally in districts like Metro Nashville Public Schools and the power of CTE to engage individual students like those at Minuteman Regional High School in Lexington, MA. In breadth, depth and understanding, Ready to Work exceeds most prior treatment of the subject, and is a must-listen for anyone concerned with the future of public education.

Get the whole story on American RadioWorks’ website here.

Evan Williamson, Communications Associate

By Evan Williamson in CTE: Learning that works for America
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College and Career Readiness in Context

Friday, August 1st, 2014

The College and Career Readiness and Success Center recently released a report that provides an important overview of every state’s college and career readiness definitions. It found that 37 states, including the District of Columbia, have defined college and career readiness; 15 states including Puerto Rico have none or are juggling multiple definitions.

While these definitions may “yield insight into state priorities and nationwide trends,” the report focuses exclusively on definitions, and does not examine the value and weight being given to college and career readiness within a state. In fact, when taking a closer look at a state’s public report cards and accountability systems, the story still appears to be college or career readiness with the focus of career readiness often being limited to a subset of students.

A recent report from NASDCTEc and Achieve titled, “Making Career Readiness Count,” found that although definitions abound for college and career readiness, only a few states are paving the way with comprehensive frameworks for public reporting and/or accountability formulas that encourages both college and career readiness.

Although 29 states publicly report at least one career-ready indicator, there could be a consequence – unintended or not – of siloing students and fields by developing a narrower approach to college- and career-ready indicators. A one-dimensional approach to college- and career-ready indicators could incentivize schools and districts to help students meet college or career ready benchmarks rather than a more comprehensive set.

When looking to improve existing public reporting and accountability systems, states should consider an expanded framework for college and career readiness indicators, thus ensuring that they are measuring whether all students are ready for both college and career, rather than just a subset of students.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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Mark Your Calendars: Webinar on Career Readiness Indicators

Monday, May 12th, 2014

May 27 | 2:00 – 3:00 pm | Career Readiness Indicators in Accountability and Public Reporting Systems

To provide guidance to states interested in building more indicators of career preparation into accountability and public reporting systems, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and Achieve be hosting a webinar on May 27 from 2:00-3:00 ET to release findings from a new joint publication.

The report and accompanying webinar will offer a view of how states are currently approaching this challenge and what state policy leaders need to consider as they look to reform their own reporting and accountability systems to ensure that the “career” in college- and career-ready accountability and public reporting is a powerful lever to focus priorities, drive progress, and ultimately see more students – and their communities – succeed.

To join the webinar, please dial:  1 (800) 697-5978 and enter: 6460 369#

To access the webinar slides, please CLICK HERE

By Kate Blosveren in NASDCTEc Announcements, Webinars
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President Visits Career Academy in Nashville, Talks CTE, Opportunity Agenda

Tuesday, February 4th, 2014

DSC_5768Following the State of the Union Address, President Obama spent two days last week touring the country to promote his “Opportunity Agenda,” a program designed to prepare the American workforce for the evolving needs of our economy.  On Thursday, McGavock High School, the largest of Metropolitan Nashville Public Schools, played host to the President.

“It was an incredible event that validated the work of so many people here in the city of Nashville,” said Metropolitan Nashville Public Schools (MNPS) Chief Academic Officer Dr. Jay Steele.

Seizing on the President’s assertion that Career Technical Education (CTE) “makes words on a page exciting, real, and tangible” for students, Steele emphasized that the district’s academies are designed to enhance and augment, not supplant, general education. “While CTE is the anchor of the program, core gen ed. courses come alive and become more relevant.”

Dr. Danielle Mezera, Assistant Commissioner of the Tennessee Department of Education CTE, described MNPS as an “excellent example” of CTE blending with core academic classes to enrich students’ experience.

“Since we came in a couple of years ago, we have really wanted to supply truth in advertising [for state CTE programs,]” Mezera said. “One of our main goals has been to provide the support and flexibility to allow districts to focus on aligning secondary and postsecondary studies with their practical application and with career opportunities. Programs like teacher externships and business partnerships have been key. [MNPS] has done an excellent job taking advantage of them.”

Even before the Obama Administration announced the visit, MNPS was on the President’s radar. Early in January, the President cited MNPS for overhauling its structure and boosting graduation rates 22 percent.

Yet, MNPS’s place as an exemplar didn’t happen overnight. Rather it took years of sustained effort.

Several years ago, MNPS audited its CTE programs and discovered that they were not as effective as they could be.  MNPS teamed up with the Nashville Chamber of Commerce to comb through workforce data to identify the area’s most in-demand jobs in Nashville. Then, working with the Ford Next Generation Learning Project, Alignment Nashville, the PENCIL Foundation, and local stakeholders, MNPS decided to shift to the career academy model.

The new format promised students the chance to select particular academies of interest (the CMT Academy of Digital Design & Communication or the US Community Credit Union Academy of Business and Finance at McGavock, for instance) in 10th grade. Pairing core academic classes with CTE, students combine what they learn in science, math and language arts with courses teaching career-specific skills.

Speaking about the process, Executive Director of Ford Next Generation Learning Cheryl Carrier said, “You have to have all of the key stakeholders at the table. School districts, business partners, and government have to be at the table together and work towards a common aligned vision. MNPS and the Nashville community were able to create a five-year plan that looked at all aspects of the academy’s development, and it took off.”

That development led to an innovative CTE program that incorporates all 16 Career Clusters. Seven years into the project, MNPS now also serves as a model for the Ford PAS program, with hundreds of visitors coming each year to observe the academies and devise ways to implement similar models in their districts.

“As the President said, it’s a simple but powerful idea,” Steele said. “It doesn’t require that you change as much as some might think, but it requires you to change the way you think about education.”

In his remarks during the visit, the President emphasized changing the conversation surrounding education with a similar shift in perspective. “Young people are going to do better when they’re excited about learning, and they’re going to be more excited if they see a connection between what they’re doing in the classroom and how it is applied…Schools like this one teach you everything you need to know in college, but, because of that hands-on experience, schools like this one are able to create pathways so that folks, if they choose not to go to a four-year institution, can get a job sooner.”

The President’s citation of MNPS and Tennessee’s successful pathways was particularly gratifying for Patrice Watson, Program Manager for Tennessee’s Office of Postsecondary Coordination and Alignment. “Being there and having [the President] talk about giving students different pathways, getting the community involved in the schools, and making [reform] a community effort made it clear that he understands what we’re trying to do here in Tennessee,” she said.

CTE Student Success Career Clusters Consultant Bethany Wilkes agreed that the President’s remarks are an encouraging sign for CTE. “It was incredibly gratifying,” she said. “[The President] focused on how we can develop critical thinking skills and engage the students—that’s what we do every day.”

The President’s visit to McGavock High came on the same day that the Administration released a fact sheet going more in-depth on its Opportunity for All Agenda. That document, available here, endorses improving alignment between apprenticeships, training programs, and schools, as well as consultation with industry leaders, educators and policymakers to create job-driven training and education. In endorsing McGavock’s CTE-based programs, the President opened the door to making CTE a key component of those efforts.

- Evan Williamson, Communications Associate

By Evan Williamson in Uncategorized
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Register for a Webinar on How States Are Promoting CTE Educator Effectiveness

Tuesday, February 4th, 2014

Teacher effectiveness is a critical issue on the minds of educators, administrators and state leaders across the country. With many early reform efforts focusing solely on how to improve and measure the effectiveness of educators in the core academic areas, now many are turning their attention to those “untested subjects,” including Career Technical Education (CTE).

To dig into this issue and highlight some early lessons learned from states, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the Center on Great Teachers and Leaders, the Central Comprehensive Center, the Mid-Atlantic Comprehensive Center, and the South Central Comprehensive Center are pleased to be co-hosting a webinar on Supporting 21st Century Educators: How States Are Promoting Career and Technical Educator Effectiveness.

The webinar will explore:

Date: Friday March 7, 2014, 2:00-3:30 ET.

Register now!

By Kate Blosveren in NASDCTEc Announcements, Webinars
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CTE Research Review

Thursday, January 30th, 2014

Research Image_6.2013The U.S. Census Bureau released its long anticipated Measuring Alternative Educational Credentials: 2012, a study designed to measure the impact that non-academic or “alternative educational credentials” —including professional certifications, educational certificates and licenses— have on job placement, earnings and career advancement. Designed to establish the labor market value of alternative educational credentials, the study offers unique insight into the importance of educational achievement outside of and in conjunction with traditional measures such as high school diplomas, associate’s degrees, bachelor’s degrees, and advanced degrees.

The survey reveals that about one in four adults holds some form of alternative credential, and that these individuals represent a broad cross-section of the American workforce. Notably, the study revealed that an individual possessing an alternative credential was significantly more likely to be employed during the course of the study than an individual without one, and that among individuals with some college (but without a degree) or less, the possession of an alternative credential carried a significant earnings premium. A similar pattern also exists among those with professional degrees.

The report concludes that “while traditional educational attainment provides one route to a productive career, it is not the only path.” As the education system evolves and the market demands greater flexibility and expertise from job seekers, these data make a strong case for reexamining the definition of educational attainment, the value of professional certifications and the importance of Career Technical Education (CTE).

The Workforce Data Quality Campaign (WDQC) published Making Workforce Data Work on January 23, 2014. Along with a series of policy proposals, the report makes the case for accurate workforce data, revealing critical contributions workforce data can make to decision making among students, educators, policymakers and industry leaders.

WDQC’s proposals for improving current data collection practices are myriad, but are coherently distilled into a clear set of proposals. By adopting five key reforms, WDQC’s report lays out a pathway to significant improvement in workforce data management. In brief, they are:

1.     Including all students and pathways in charting student progress, not only those in K-12.

2.     Counting industry recognized credentials alongside traditional high school and college degrees in measuring academic achievement.

3.     Assessing employment outcomes for all participants, matching student records to wage records for all participants, allowing analysis of the impact education and training programs have on participants’ careers.

4.     Expanding use of labor market information so that stakeholders can assess the value of educational and training programs against the backdrop employer needs.

5.     Ensuring data access and appropriate use to enable stakeholders to identify programs that lead to individual success after completion.

The report continues with a series of policy proposals for federal and state reform, identifying actionable items to make the five goals outlined above a reality. Taken as a guidepost for future workforce data collection and analysis, the report’s proposals could change significantly how education and training decisions are made, and is worthy of consideration.

Earlier this month, the American Association of State Colleges and Universities (AASCU) unveiled Top 10 Higher Education State Policy Issues for 2014, its prospectus on the year ahead in higher education. In the report, AASCU identifies 10 key issues —including career technical education, STEM initiatives and promoting college readiness— likely to confront education policymakers over the next year.

The report identifies Georgetown University Center on Education and the Workforce’s projection that  nearly two-thirds of the occupations projected to grow the fastest by 2022 will require some form of postsecondary education as the main impetus for expanding the role of CTE in the year ahead.

Evan Williamson, Communications Associate

By Evan Williamson in News, Research
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CTE Research Review

Wednesday, January 15th, 2014

Research Image_6.2013In case you missed it….

The National Center for Education Statistics (NCES) recently released Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later,  a report  literally ten years in the making. The ELS:2002 followed a cohort of sophomores over the last decade, out of high school and into their next steps. The report has some fascinating findings, largely around post-high school outcomes. A third of students earned a bachelor’s degree or higher (33 percent), 9 percent earned an associate’s degree, 10 percent a postsecondary certificate, and another third (32 percent) had or were still enrolled in postsecondary without having earned a credential. The remaining students either only had a high school diploma or equivalent (13 percent) or less (3 percent).

What’s truly striking is the impact of enrolling immediately in postsecondary education had on completion: among those who began their postsecondary education within 3 months of graduating, 53 percent had earned a bachelor’s degree or higher by 2012. Comparatively, among those who began their postsecondary education 13 or more months after graduating, only 7 percent had earned a bachelor’s degree or higher, although students did become more likely to earn a certificate or accrue postecondary credits without a degree or certificate.

Another, not-very-surprising, but disheartening piece of data from the report is the attainment gap between income-levels. Over 70 percent of students from the highest income quartile had a postsecondary certificate or more by 2012 compared to just 35.5 percent of students from the lowest income quartile.

Finally, the report reinforces the concern over high unemployment for young adults – as well as the notion that education and training beyond high school is critical for career success. While about 18 percent of 26-year olds are unemployed or out-of-the labor force, this figure jumps to 37 percent for individuals with less than a high school diploma and 24 percent for high school graduates, compared to 11 percent for those with a bachelor’s degree or higher, 14.6 percent for those with an associate’s degree and 18 percent for those with a postsecondary certificate. For this cohort, more education does equate to greater job stability.

This report offers a wealth of self-reported data on job conditions and benefits, debt and aspirations and is well worth a read.

MDRC released Beyond the GED: Promising Models for Moving High School Dropouts to College  this month, a review of research-based strategies for increasingly GED test-taking and success for the millions of Americans without a high school diploma. Specifically, the report focuses on three types of reforms: (1) efforts to increase the rigor of adult education instruction and the standards for achieving a credential; (2) GED-to-college “bridge” programs, which integrate academic preparation with increased supports for students’ transition to college; and (3) interventions that allow students to enroll in college while studying to earn a high school credential. Indiana and Washington are two states highlighted for their comprehensive approaches to adult education and training.

Finally, Education Commission of States has a new brief - Career/Technical Education, Not Your Father’s Vocational Education – which explores  some state approaches to increasing career readiness, including offering CTE endorsements, tying scholarships to career assessments, building career readiness into accountability systems,  integrating academics and CTE content, and increasing dual enrollment. However, much of the discussion around scholarships, endorsements and accountability is limited to the use of WorkKeys, which only measures a slice of a students’ career readiness.

Kate Blosveren, Associate Executive Director

 

By Kate Blosveren in Research
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State CTE Policy Update

Thursday, January 9th, 2014

State Map

Last month, Governor Scott Walker of Wisconsin signed a bill into law mandating three years of both mathematics and science for graduation (up from two years of each).  The bill also allows for more flexibility in how mathematics and science requirements can be met; a computer science course, for example, can count as a mathematics credit and certain CTE courses may apply towards either content area as well. Wisconsin already has a process in place for awarding academic credit for technical courses (the CTE equivalency credit), which is now being expanded.

Also in December, Washington DC became the ninth “state” to adopt the Next Generation Science Standards (NGSS), joining Delaware, Kansas, Kentucky, Maryland Rhode Island, Vermont and Washington.

A state legislator in Indiana recently announced new work on a bill that would offer a new diploma focused on CTE. While details are limited at this time, the bill would create a process for CTE-focused courses and curricula to be developed that would allow students to meet the 20 credits currently required by the state’s default graduation requirement – the Core 40 – more flexibly.

The Computing Education Blog analyzed the 2013 data on the AP Computer Science exam and found that in three states – Mississippi, Montana and Wyoming – no female students took that AP exam, and the state with the highest percentage of female test-takers (Tennessee), females still only represented 29% of all test takers. Additionally no Black students took the exam in 11 states – Alaska, Idaho, Kansas, Maine, Mississippi, Montana, Nebraska, New Mexico, North Dakota, Utah and Wyoming. Given the high demand in the IT field – from computer support specialists and programmers to designers and engineers – these trends are particularly troubling, although a nunber of states, such as Wisconsin (as described above) and Washington, are trying to upend this trend by allowing AP Computer Science courses to count towards core math and science requirements.

And, finally, in news that will impact a number of states, ACT has announced they will be phasing out the Explore and PLAN tests, their 8th and 10th grade tests, which are aligned with the 11th grade ACT. This decision marks a shift for ACT away from their current assessment system to Aspire, their new line of 3-8 assessments, which will be aligned to the Common Core State Standards.  Alabama has already begun using the Aspire system this school year, the first and only state to fully commit to the assessment system at this time.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Public Policy, Uncategorized
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Call for Presentations NOW OPEN for Achieving Excellence in Career Technical Education: The National Career Clusters Institute

Monday, December 23rd, 2013

CTE_Logo

The Call for Presentations is NOW OPEN for Achieving Excellence in Career Technical Education: The National Career Clusters® Institute.

We are looking for sessions that feature high-quality programs of study, with proven track records of success; offer strategies for successful collaboration, implementation and innovation at the classroom, district or system level; and/or provide opportunities for participants to engage in interactive and hands-on learning activities.

MORE DETAILS
Proposal Deadlines
Proposals will be accepted through February 21, 2014. Speakers will be notified of status early March, 2014.
Submit your proposal now!
Ramona Schescke, Member Services Manager

By Ramona in Career Clusters®, Meetings and Events, National Career Clusters Institute, News
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