BROUGHT TO YOU BY
National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)

Posts Tagged ‘college and career readiness’

CTE Research Review: Work Readiness in the U.S.

Wednesday, July 3rd, 2013

Research Image_6.2013ACT’s The Condition of Work Readiness in the United States, analyzes results from 4 million WorkKeys examinees to see if individuals with a given level of education have the skills needed for jobs requiring that level of education. The report looks at three areas of assessment – reading for information, applied mathematics, and locating information – and concluded the following:

Career Technical Education (CTE) was among the strategies suggested for encouraging collaboration to develop real-world learning experiences that incorporate work readiness standards into educational instruction.

Recent poll results from Gallup indicate that most Americans identify “the percentage of graduates who are able to get a good job after graduating” as the most important factor when choosing a college or university to attend. The cost of attending the college or university ranked second most important. Gallup researchers found that, “Americans care a lot about whether the graduates of a college end up in good jobs but find it hard to find this type of data. If more data were available, it could help those currently weighing their options to make a quality choice based on likelihood for a strong return in the future.”

The National Center for Education Statistics released its annual Nation’s Report Card, which has monitored students’ academic performance on the National Assessment of Education Progress (NAEP) since the 1970s. Though 9- and 13-year-old students scored higher in reading and math in 2012 than students of the same age in the early 1970s, the report shows that 17-year-old students have not earned higher scores. The reasons for the stagnant scores were not explained, but while the overall cohort of 17-year-olds did not make gains in reading or math, 17-year-old students at the 10th, 25th, and 50th percentiles scored higher in 2012 than in 1978.

Kara Herbertson, Research and Policy Manager

By Kara in News, Research
Tags: ,

State CTE Policy Updates

Tuesday, June 18th, 2013

State MapThis past month, there has been overwhelming action on the Career Technical Education (CTE) front across states, with major bills passing in Texas, Colorado, Vermont, Alabama, Washington and Oklahoma as well as bills pending in Michigan and North Carolina. As Texas had a number of CTE-related bills pass in the last few weeks, we’ll post a separate blog on Texas’ CTE policy changes later this week.

CTE Funding in Alabama
Last month, Alabama passed a $50 million bond issue to support technology and Career Technical Education programs. The bonds will likely be sold next year, with $10 million divided among schools based on the technology programs of offered; $20 million distributed based on the number of CTE students at each school; and the final $20 million to be distributed through grants. While this has a direct positive impact on CTE program across the state, all students will benefit from a new investment in technology.

Colorado’s Competency-based Graduation Requirements & Career Pathways
The Colorado State Board of Education revised the state’s graduation requirements in May, putting in place competency-based requirements, which hinge on students’ mastery of content rather than seat time.  The state has created “graduation guidelines,” outlining ways in which students can demonstrate mastery in the four major content areas (English, mathematics, social studies and science), such as earning a certain score on the ACT, PARCC or statewide assessment; passing a concurrent/dual enrollment course; or passing an AP/IB exam. Starting in 2015-16, the state will allow certain capstone experiences to count and by 2013-13, the state will develop a list of potentially eligible industry-based certificates that may count towards competency in various content areas.  Local education agencies are expected to set their own district-level requirements in alignment with the state policy.

Colorado also passed a bill directing the state board for community colleges and occupational education, with K-12 and postsecondary partners, to design a career pathway for students in the manufacturing sector. The pathway must include industry-validated stackable certificates, multiple entry and exit points, and allow a student to earn income while progressing through the pathway.

Maryland’s Degree Goals & Statewide Transfer Agreements
Maryland recently passed “The College and Career Readiness and College Completion Act of 2013” formalizing the Governor’s postsecondary degree goals (55% adults will have an associate’s degree by 2025) and requiring statewide transfer agreements between the state’s two- and four-year institutions of higher education. Specifically, the bill calls on the Maryland Higher Education Commission to develop and implement a transfer agreement where, by 2016, at least 60 credits earned by a student at any community college towards an associate’s degree will be transferable to any public higher education institution for credit towards a bachelor’s degree and a reverse transfer agreement where at least 30 credits earned by a student at a four-year institution will be transferable to a community college.

The Act also requires all public institutions of higher education to create graduation progress benchmarks for each major, which includes scheduling guidance, credit and course criteria, and schedules for regular periodic reviews of student progress. Finally, the bill requires four years of mathematics for students in high school and institutionalizes the PARCC assessments by requiring all students to be assessed using an acceptable college placement cut score by 11th grade to determine if they are ready for credit-bearing coursework in English/Literacy and mathematics.

The Maryland legislature also funded Governor O’Malley’s $2 million Early College Innovation Fund to incentivize early college access programs for students pursuing CTE and/or STEM disciplines. Specifically, the Maryland State Department of Education (MSDE) will generate competitive grants to fund partnerships of local school systems and higher education institutions to create early college high schools or other forms of early college access. Priority would be given to proposals that provide students with credentials (in the form of degrees, certificates, and certifications, as appropriate) in fields for which there is high demand in Maryland.

Oklahoma’s Competency-Based Graduation Requirements
Oklahoma recently updated their graduation requirements, broadening each of the content area course requirements to be met by “units” completed or “competencies” demonstrated by students. As such, students can receive course credit for demonstrated proficiency rather than just instructional time moving forward.

Vermont’s Flexible Pathways Initiative
A new bill in Vermont creates the Flexible Pathways Initiative, establishing statewide dual enrollment and early college programs. This bill amends the state’s high school completion program by allowing flexible pathways students to pursue pathways to graduation that include applied or work-based learning opportunities, including internships. It also calls for career exploration to no later than seventh grade for all students.

Computer Science in Washington
Last month, Governor Inslee in Washington signed a bill allowing an AP Computer Science course to count towards students’ mathematics or science requirements for graduation.  Washington already allows districts to adopt course equivalences for CTE high school courses towards a full or partial academic credit; this bill requires districts to allow AP computer science courses to count as mathematics or science courses. For the computer science course to count towards a mathematics credit, however, the student must have already completed or be currently enrolled in Algebra II.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Public Policy, Uncategorized
Tags: , , ,

Legislative Update: ESEA Update; New CTE-Related Bills Proposed

Friday, June 14th, 2013

Rep. Langevin Op-Ed and Announcement of Counseling Legislation

Representative Jim Langevin (D-RI), co-chair of the Congressional Career Technical Education (CTE) Caucus, and Representative Suzanne Bonamici (D-OR) announced in an op-ed this week new legislation to authorize funding for comprehensive career counseling services. The “Counseling for Career Choice Act,” which would amend the Elementary and Secondary Education Act (ESEA), would authorize grants to successful applicants that are prepared to implement comprehensive school counseling programs that align to a statewide counseling framework. The legislation is a companion bill to one introduced earlier this year by Senator Begich.

In the op-ed, Representative Langevin highlighted the importance of career counseling in making students aware of the many education and training opportunities available after high school – whether a two-year degree, apprenticeship, certificate, four-year degree, or other option – to help meet their future educational and career goals. Langevin also stressed the link between economic competitiveness and education and training, and the role of CTE in closing the skills gap. Staff will continue to work with Representatives Langevin and Bonamici to promote important aspects of CTE, such as counseling, in upcoming legislation.

Rep. McNerney  Introduces GREEN Act

Representative Jerry McNerney (D-CA) introduced this week the Grants for Renewable Energy Education for the Nation (GREEN) Act to increase education and training in the clean energy sector through CTE programs of study. The GREEN Act would authorize $100 million in competitive grants to postsecondary institutions, local education agencies, CTE schools, and community partners to develop clean energy programs of study and curriculum. The bill would also authorize funding to build energy-efficient CTE facilities and promote renewable energy practices.

The clean energy sector currently employs around 3 million Americans and growth of the sector is doubling that of the overall economy. CTE programs will be instrumental to providing education and training to individuals pursuing careers in clean energy.

In Representative McNerney’s press release for the bill, Kimberly Green, Executive Director at NASDCTEc, expressed support on behalf of our members: “We applaud Congressman McNerney’s introduction of the Grants for Renewable Energy Education Act. Promoting energy efficient Career Technical Education facilities and supporting the development of Career Technical Education programs of study in the fields of clean energy, renewable energy, and energy efficiency will ensure that the United States has the workforce needed to build, support and maintain the energy infrastructure essential for our country’s future.”

ESEA Update:

ESEA, currently enacted through the No Child Left Behind Act of 2001 (NCLB), expired at the end of FY 2008 and has since been eligible for reauthorization. As we reported last week, several ESEA reauthorization proposals have been introduced in Congress. See a side-by-side comparison of the proposals here.

Senate Approves Democrat ESEA Bill

This week, the Senate Health, Education, Labor and Pensions (HELP) Committee approved the Democrats’ ESEA reauthorization bill, the Strengthening America’s Schools Act, on a party-line vote of 12-10. HELP Committee Chairman Tom Harkin (D-IA) noted that he would like to move the bill to a floor vote this year but that this is unlikely to happen before September. Senator Lamar Alexander (R-TN), whose ESEA reauthorization proposal substitute was voted down by the committee, stated that he would like to amend Senator Harkin’s bill significantly when it reaches the floor. Read more about the proposals on our blog.

Ten amendments to the bill were adopted including:

Thirteen amendments were offered but not passed including:

House ESEA Proposal Markup Set

House Republicans on the Education and the Workforce Committee introduced their ESEA reauthorization proposal, the Student Success Act (H.R.5) on June 6, 2013. A markup of the bill has been scheduled for June 19, 2013. Read more about the proposal here.

FY 2014 Appropriations :

House Appropriations

This week, the House Appropriations Committee held a full Committee markup of the defense appropriations bill. Representative Rosa DeLauro (D-CT) attempted to amend the bill by bringing FY 2014 funding levels for the Subcommittee on Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-ED) to pre-sequestration levels. The amendment was rejected on a party line vote of 21-29.

In May, the House Appropriations Committee released its draft FY 2014 302(b) allocations, which establish a cap on spending for each of the appropriations bills. The allocations suggest devastating cuts for programs with funding allocated under Labor-HHS-ED. It is unclear when markup of the House Labor-HHS-ED bill will be held.

Senate Appropriations

The Senate Appropriations Committee plans to release formal 302(b) allocations at the full committee markup on June 20, 2013. Senator Barbara Mikulski (D-MD), Chairwoman of the Senate Appropriations Committee, has scheduled a markup of the Senate Labor-HHS-ED appropriations bill on July 9, 2013 in subcommittee and on July 11, 2013 in full committee. Staff will continue to monitor these events and advocate on Capitol Hill for education and CTE funding.

Kara Herbertson, Research and Policy Manager

By Kara in News, Public Policy
Tags: , , , , ,

McKinsey Report Outlines Common Elements of Innovative Programs to Close the Skills Gap

Friday, May 24th, 2013

The McKinsey Center for Government surveyed 8,000 individuals – from employers to educational institutions to students – to answer one question: how can we close the skills gap? Their results include an examination of more than 100 innovative programs and suggest many strategies already implemented through Career Technical Education (CTE).

The McKinsey Global Institute estimates that by 2020 there will be a global shortfall of 85 million high- and middle-skilled workers. Nearly 40 percent of employers find that applicants lack the skills needed for entry-level jobs. And while 72 percent of education providers reported that graduates are ready to enter the job market, only 42 percent of employers and 45 percent of youth agreed. On top of this disconnect, the authors indicate that there is no comprehensive data on skills required for employment or on the performance of specific education providers in building those skills.

The report identifies common elements of innovative and effective programs, many of which reflect aspects of CTE as laid out in Reflect, Transform, Lead: A New Vision for Career Technical Education, including:

What is needed to close this knowledge and skills gap? Again, the authors suggest improvements that align with the work that many state and local CTE stakeholders are already putting into action:

Access the full report here.

Kara Herbertson, Research and Policy Manager

By Kara in Research, Resources
Tags: ,

Community Colleges in the Spotlight

Wednesday, May 8th, 2013

This week, the National Center for Education and the Economy released a new report at a day-long event in Washington, DC. The report – “What Does It Mean to Be College and Work Ready?” –  explores the first-year expectations for students across nine different disciplines (Accounting, Automotive Technology, Biotech/Electrical Technology, Business, Criminal Justice, Early Childhood Education, Information Technology/Computer Programming, Nursing, and General Studies) in mathematics and English Language Arts, and finds that there is a misalignment between what students learn in high school and what they need to know for success in their first year at community college.

Specifically in mathematics, the report finds that the first-year expectations are rarely above the Algebra I bar and largely focus on mathematics taught in middle school. The report identifies some key content areas that are typically untaught in high school, namely schematics, geometric visualization, and complex applications of measurement. One recommendation is to refocus K-12 mathematics instruction so students can gain a deeper conceptual understanding of the foundational knowledge and skills in elementary and middle school mathematics rather than rushing them to, and through, advanced course-taking in high school.

In English, the report finds that while the texts assigned in the first-year of community college programs are at the 11th and 12th grade level, the assignments and tests demand little from students by way of reading comprehension or writing – or, in other words, there is high text complexity but low test rigor. The Common Core State Standards’ focus on discipline-specific literacy, reading informational texts, and writing from evidence should help shore up students’ abilities in these areas, but community colleges will need to adjust their instruction in kind.

Over the course of six panel discussions, a number of topics were explored, but two themes came up time and again, the first being the tradeoff between community colleges shifting their mission away from providing open access to all students to the accountability-driven goal of retaining students. The question was raised, but largely unanswered, of whether this shift has led community colleges to lower their expectations and standards for incoming students to ensure more stay enrolled and complete. On the other hand, remediation has long been an issue among community colleges and hasn’t dramatically improved since institutions have begun to focus on completion.

The other major theme discussed was the need for more curricular pathways for students in high school, particularly in mathematics. While the report recommends that Algebra II no longer be required for all students, most of the panelists agreed that Algebra II still had value to students, but that there need to be more contextualized learning opportunities for students, based on their learning styles and post-high school interests.

What struck me about the event is that Career Technical Education (CTE) has long been tackling the challenges and opportunities raised in the report and event including building partnerships between K-12 and community college and between community colleges and employers, and offering contextualized learning pathways to students. While CTE was barely mentioned (explicitly) over the course of the day – and is not mentioned at all in the report – it is a major component of any strategy to address students’ readiness for college and careers.

Click here to read the report and watch video from the release event.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Meetings and Events, Public Policy, Research
Tags: ,

Florida Legislature Passes Bill Introducing College-Ready and Career-Ready Tracks

Tuesday, April 23rd, 2013

Florida Governor Rick Scott of signed a bill this week, restructuring the state’s graduation requirements.

At the heart of the legislation is the repeal of the state’s current high school graduation requirements – adopted in 2010 to be fully implemented with the graduating class of 2016 – which required all students to complete four years of mathematics, including Algebra I, Geometry and Algebra II (in alignment with the state’s adopted Common Core State Standards) and three years of science, including Biology and Chemistry or Physics.

Under the new requirements, to impact the graduating class of 2014, students can choose a career pathway that would allow them to be waived from Algebra II, Chemistry and Physics courses, as well as the end-of-course assessments in those subjects and take more Career Technical Education (CTE) courses or other work-based learning experiences in their place. The Florida State Board of Education will determine which courses will be allowed to substitute the waived academic courses. If students take the new minimum requirements and earn one or more industry certification, they will receive a “merit” designation.

Or, students can earn “scholar” designation if they complete the current graduation requirements, with the goal of this pathway preparing students for a four-year degree.

The legislation includes a strong focus on career exploration and articulates that districts should work with local workforce boards, business and industry, and postsecondary institutions to create partnerships and career-focused courses, which would then need to be approved by the State Board of Education.

The legislation also changes Florida’s assessment requirements by making the currently high-stakes biology and geometry end-of-course assessments count as 30 percent of a student’s grade rather than a requirement for graduation. The Algebra I and English 10 exams will still be required for all students, but also count as 30 percent of the student’s final grade rather than be fully high stakes.  Finally, the bill ensures the current economics course requirement includes an emphasis on financial literacy.

The bill aims to provide students with more flexibility and better align high school with workforce demands and many of the provisions will achieve that. However, there is valid concern that the new graduation requirements will mean not all students will be expected to learn – and therefore will have access to – the Common Core State Standards (CCSS). The concern is largely around the fact that, unless the approved CTE courses, credentials and experiences are indeed rigorous both in terms of the technical expectations and academic expectations, some students will be tracked into less rigorous pathways, limiting their postsecondary and career options in the long term.

We’ll be tracking the issue and particularly the work of the State Board of Education moving forward.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Public Policy
Tags: , , ,

Spring Meeting Recap: What is Career Readiness?

Friday, April 19th, 2013

Earlier this week, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) held its annual Spring Meeting, where the notion of ‘career readiness’ was front and center. One session squarely focused on the work of the Career Readiness Partnership Council (CRPC) in convening a broad group of partners to develop a common definition of Career Readiness (which can be found at www.careerreadynow.org) and potential next steps for the partnership and the definition itself.

The urgency behind the CRPC and the development of a common understanding of what career readiness was driven by a number of factors, and Patrick Ainsworth, who coordinated much of the work of the CRPC pointed out a few: the ongoing development of the Common Core Technical Core, the widespread adoption of the college- and career-ready Common Core State Standards (which cover only the academic foundation of career readiness), and the lack of understanding of what career readiness means and looks like across the nation. The CRPC, therefore, aimed to create a “north star” for each of the participating organizations around career readiness to help guide and drive policy and practice.

The other two panelists, representing partnership organizations, each discussed what compelled them to join the CRPC and what the definition will mean for them moving ahead. Martin Simon of the National Governors’ Association described how governors are concerned not only about the skills gap but also the coordination gap between educators and workforce investment boards. He discussed the need for a more comprehensive system to better link education, training and workforce needs that will build career pathways, not just training for jobs. About half of all governors discussed career pathways or Career and Technical Education (CTE) in their 2013 state of the state addresses, demonstrating they not only care about these issues but consider them to be priorities.

Andrew Moore from the National League of Cities described the unique role mayors can play in connecting and convening the education and business communities. Mayors are deeply concerned about the skills gap and the extremely high unemployment rates among teenagers.

After the panelists’ remarks, the participants were asked how they might use the career readiness definition moving forward. Some responses included:

Kate Blosveren, Associate Executive Director

By Kate Blosveren in NASDCTEc Spring Meeting, Public Policy, Uncategorized
Tags: ,

Spring Meeting Recap: CTE in the Spotlight

Friday, April 19th, 2013

The education and workforce communities have increasingly focused on Career Technical Education (CTE) as an effective strategy for preparing college- and career-ready students. At this week’s Spring Meeting of the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), representatives from several national policy organizations discussed their interest in CTE and ways that they can partner with CTE stakeholders to promote high quality CTE programs.

Tom Rudin, a Senior Vice President at the College Board, noted his organization’s commitment to supporting college and career readiness aspirations for all students. He described the College Board’s interest in working with NASDCTEc to advocate for CTE and issues surrounding college and career readiness.

Melanie Anderson, Director of Government Affairs at Opportunity Nation, discussed her organization’s role in decreasing the “opportunity gap.” Opportunity Nation is particularly interested in bringing the private sector into conversations about CTE and ensuring the alignment of CTE programs with business and industry needs. Visit the opportunity index, a tool that uses a number of indicators to demonstrate economic mobility and opportunity, to view the impact of the opportunity gap where you live. View Melanie’s presentation here.

Martha Ross of the Brookings Institution described her organization’s interest in regionally-based, industry-responsive pathways and CTE as a human capitol issue. Lastly, Tess Mason-Elder of Civic Enterprises described CTE as a way to address educational access issues by improving persistence rates and presenting students with affordable postsecondary options.

Kara Herbertson, Research and Policy Manager

By Kara in NASDCTEc Spring Meeting, Resources
Tags:

Spring Meeting Recap: Two Minute Roundup Panel

Friday, April 19th, 2013

This year, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) surveyed Career Technical Education (CTE) State Directors to learn more about CTE-related challenges and successes experienced in their states over the last year. Responses from each state were compiled into a “Two Minute Roundup” document. This resource is intended to spur conversation and connectivity between states that may experience similar accomplishments or difficulties.

Earlier this week at the NASDCTEc Spring Meeting, a Two Minute Round Up panel featured CTE leaders who delved further into their respective state’s successes and challenges.

Meg Harvey, CTE State Director at the Maine Department of Education, described several CTE initiatives in Maine including the launch of a five year associate degree pilot program. View Meg’s powerpoint presentation here.

Kathy D’Antoni, Assistant State Superintendent of Schools at the West Virginia Department of Education, highlighted her state’s work on simulated workplaces. She also presented a new online resource called “in|site.” The website provides hundreds of resources, many that align with West Virginia’s academic and CTE standards, to help better prepare students for postsecondary education and careers. Kathy’s presentation is available here.

Rita Johnson, Senior Director for Workforce Innovation at the Kansas Board of Regents, discussed the Kansas state legislature’s plan to enhance the CTE system by providing free college tuition to students for all technical courses in approved programs at various institutions in the state. An overview document of Kansas’ work is available here. Rita has also provided several video clips that promote CTE programs in the state in areas such as welding, nursing, and information technology.

Visit our Spring Meeting Resources webpage to view additional resources.

Kara Herbertson, Research and Policy Manager 

By Kara in NASDCTEc Spring Meeting, Resources
Tags: , ,

Mosquero Municipal Schools Dedicates new Media Center

Friday, April 5th, 2013

Mosquero Municipal Schools will be holding a dedication and ribbon cutting ceremony April 7 to announce their new Media Center. The school district serves a rural and sparsely populated area in Harding County, New Mexico.

Mosquero schools stand as a testament to small rural schools overcoming capacity issues to reinvent their education system, with the visionary leadership of parents, current and past school board members, educators, city council members, and long-time community residents. In a guide for school leaders, “Redesigning the High School Experience for College and Career Readiness,” a publication jointly produced by the National Career Technical Education Foundation (NCTEF) and Microsoft Corporation’s U.S. Partners in Learning, the story of Mosquero’s success is showcased, sharing how this school created a different kind of learning experience using innovative initiatives.

With the goal of “Fostering an Entrepreneurial Spirit in Arts, Audio/Visual Technology and Communications,” Mosquero developed a Digital Media Entrepreneur Curriculum, a unique program that uses best practices for encouraging 21st century skill development with a focus on transferrable, rather than occupation skills, keeping the program relevant to a broad base of students. This program uses the Career Clusters® Framework as a model.

Ramona Schescke, Member Services Manager

 

Series

Archives

33