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Posts Tagged ‘college and career readiness’

IN Governor Delivers on State of the State Promise, Passes Law that Expands CTE

Wednesday, March 27th, 2013

In his January state of the state address, Indiana Governor Mike Pence clearly prioritized expanding Career Technical Education (CTE) and aligning CTE programs with the needs of the workforce. Just two months later, a bill supporting this expansion has been passed unanimously in the Indiana General Assembly, and will soon be signed into law by Governor Pence.

The Indiana Works Councils bill will use state and local resources to create Indiana Works Councils (IWC) that help bridge the barriers between education and businesses. Each IWC will identify opportunities and demands for CTE and partnerships with business and industry in each region. Using this information, the IWC will develop more relevant CTE curriculum and identify work-based learning opportunities to increase the alignment of career pathways to in-demand jobs.

Governor Pence stated that, “The passage of this legislation with unanimous and bipartisan support demonstrates the commitment of the people of our state to make career and vocational education a priority in every high school in Indiana again. Today, the Indiana General Assembly took an important step toward making certain that our schools work for all our students, whether they’re college- or career-bound.”

Governors and other policy makers across the nation continue to express support for CTE. Laws such as the IWC legislation will help increase the quality and relevance of CTE programs, and improve opportunities for students to land well-paying, in-demand jobs.

Kara Herbertson, Research and Policy Manager

By Kara in News, Public Policy
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Key Stakeholders Convene to Discuss Career Pathways at Pathways to Prosperity Event

Friday, March 22nd, 2013

This week, more than 400 educators, researchers, business leaders, economists, and civic stakeholders convened at Harvard University to consider the possibility of expanding career pathways in school systems across the country.  The catalyst for the conference was the February 2011 report from the Harvard Graduate School of Education (HGSE) titled, Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century.

Many attendees made the case that the United States can no longer ignore the huge mismatch that exists between the skills students learn in school and the needs of the modern workforce. Several speakers noted that the college-for-all movement has led to widespread dropouts within high school and postsecondary education, college graduates lacking the skills required by employers, and a lack of workers with the high-tech skills essential to the economic development of the United States. Instead, evidence was presented that career pathways prepare all students to be career and college ready and can lead students to higher levels of success as adults. Relevant career pathways open up options for students that the traditional high school and college systems cannot or have not provided in the past.

Ronald Ferguson and William Symonds of the HGSE Pathways to Prosperity Project challenged each person in attendance to submit the steps that they or their organizations will take to advance the Pathways to Prosperity concept. During the conference, attendees shared their strategies, commitments, and experiences for expanding the Multiple Pathways approach. Some see the need to prepare career-ready students as an economic issue, some see it as an issue of equity or social justice, and others view it as a national security issue. Regardless of the philosophical orientation, the participants in the many panels agreed that a more relevant, engaging, and pragmatic approach is needed to prepare students for employment and careers.

Given that students are competing globally with graduates from other countries, it was emphasized that students must acquire the knowledge, skills, and dispositions to help innovate and create new technologies and approaches.  Without commitments from business and education to change local, state, and national policies and systems, there is doubt that the full economic potential of our country or wide-spread sustainable wages can be attained in the foreseeable future.

Many presentations supported Career Technical Education (CTE) as an essential foundational element of creating the pathways needed to truly transform education systems. To assist in moving the pathways movement forward, Ferguson announced the creation of the Pathways to Prosperity Network. The network is “a collaboration between the Pathways to Prosperity Project at HGSE, Jobs for the Future (JFF), and six states focused on ensuring that many more young people complete high school, attain a postsecondary credential with currency in the labor market, and launch into a career while leaving open the prospect of further education.”

To read more go to:  http://www.gse.harvard.edu/news-impact/2012/06/pathways-to-prosperity-network-launches/#ixzz2ODUg9vdv

Patrick Ainsworth, Ed.D., NASDCTEc Past President

By Kara in News
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National Public Radio Show Discusses New Direction for CTE

Friday, March 15th, 2013

Over the last decade, Career Technical Education (CTE) has transformed from skills-focused vocational education into a robust educational environment that integrates core academics with real-world relevance. A recent story on National Public Radio’s Morning Edition highlights an example of this transformation at Stockbridge Community Schools in Michigan.

Listen to the story or read the script here.

Administrators at Stockbridge have embraced CTE because they recognize the value of equipping students with both academic and technical skills. Reporter Sarah Alvarez noted that “When kids from the rural mid-Michigan school district of Stockbridge go looking for work, they have to go pretty far. There are no jobs here to speak of. That means they’re competing against applicants from bigger, richer districts for jobs. That’s made the school system willing to embrace technical education in a big way, even when it had a serious image problem as second rate education.”

According to the report, Stockbridge offers courses such as alternative energy, underwater robotics, and marketing that equip students with the high-level skills they need to compete in postsecondary education and the workplace.

But like other CTE schools and programs across the nation, Stockbridge suffers from cuts to the Carl D. Perkins Career and Technical Education Act – the main source of federal funding for CTE. One teacher reports storing old equipment from shut-down CTE programs in his classroom. Alvarez also describes the difficulty of attracting CTE teachers from industry where they can earn much higher salaries.

Though budget cutbacks create challenges for CTE programs, Stockbridge and other CTE schools across the nation continue to prioritize CTE because they are seeing such positive results for students.

CTE State Directors are committed to advancing this new direction for CTE. Read more in Reflect Transform, Lead: A New Vision for Career Technical Education.

Kara Herbertson, Research and Policy Manager

By Kara in News
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Report: State Policy Approaches for Incentivizing CTE

Thursday, February 28th, 2013

Career Technical Education (CTE) has become a top priority in education policy – receiving recognition from governors and members of Congress – because of its relevance to local, state, and national economies.

The Education Commission of the States (ECS), a group that facilitates the exchange of information among state policymakers and education leaders, released this month an issue brief describing how states are depending on CTE to address many issues – such as the skills gap and alignment of education with labor market needs – and what states are doing to incentivize the use of CTE. Some incentives include:

The report also draws attention to the integration of academic and technical courses and content through the Common Core State Standards and the reframing of dual enrollment programs to include CTE.

View the ECS issue brief here.

Kara Herbertson, Research and Policy Manager

By Kara in News, Publications, Resources
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November CTE Monthly: Sequestration Could Impact Over One Million CTE Students; Career Readiness Definition Released

Tuesday, November 20th, 2012

CTE Monthly, a collaborative publication from the Association for Career and Technical Education and the National Association of State Directors of Career Technical Education Consortium, features the latest news on Career Technical Education (CTE) from across the nation for CTE stakeholders and Members of Congress.

In the November edition, read more about:

View archived CTE Monthly newsletters and other resources on our Advocacy Tools Web page.

Kara Herbertson, Research and Policy Manager

By Kara in News, Resources
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PARCC Sets Benchmark to Define Academic Preparation Necessary for College and Career Readiness

Wednesday, November 7th, 2012

The Partnership for Assessment of Readiness for College and Careers (PARCC) Governing Board and the PARCC Advisory Committee on College Readiness (ACCR) have established a common benchmark to define the academic preparation necessary for college and career readiness.

Recently, the groups voted unanimously to adopt a College- and Career-Ready Determination (CCRD) policy and Policy-Level Performance Level Descriptors (PLDs). Agreement on a CCRD policy and the PLDs in mathematics and English language arts/literacy is a significant milestone in the development of the next generation assessments, according to a recent PARCC announcement.

The CCRD policy defines the level of academic preparation in English language arts/literacy and mathematics students need to be successful in entry-level, credit-bearing courses in two- and four-year public institutions of higher education. Such institutions include technical colleges that award degrees or credentials aligned to entry requirements of middle- or high-skilled jobs.

Further, students who achieve at the CCR level on the secondary assessments will be able to enter directly into certain entry-level, credit-bearing courses in those subject areas without needing to take placement tests.

The CCRD policy recognizes the importance of academic preparation, but also notes that a focus on that area alone does not encompass the full range of knowledge, skills, and characteristics that students need to be successful. Skills and traits such as persistence, motivation, time management, employability skills and technical skills also are essential. The CCRDs aims to serve as one among many tactics to support students as they work to be college and career ready.

Learn more at http://www.parcconline.org/about-parcc.

Erin Uy, Communications and Marketing Manager

By Erin in News
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Huffington Post Highlights Career Readiness Definition

Thursday, October 25th, 2012

The Career Readiness Partner Council (CRPC), a coalition of education, business, philanthropic, and policy groups including NASDCTEc, released last week a vision statement on what it means to be career ready. The definition broadens the college and career readiness conversation by emphasizing the essential link between education, employment, and lifelong learning.

This week, Gallup research director Tim Hodges penned a blog on Huffington Post about how the CRPC’s vision provides clear guidance for policymakers, educators, students, and others to move toward career readiness.

Hodges wrote that, “This new definition challenges the historical belief that career readiness is a one-way street that starts in K-12 and runs through college, ending as one enters a career. The CRPC recognizes that career readiness is a lifelong process that connects education and employment to achieve a fulfilling, financially secure and successful career.”

Learn more about the CRPC and career readiness at www.careerreadynow.org.

Kara Herbertson, Research and Policy Manager

 

By Kara in News
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New York’s P-Tech Program Leads Students to Success

Tuesday, October 23rd, 2012

In New York, the Pathways in Technology Early College High School (P-Tech) is a new style of Career Technical Education (CTE) school that weaves high school and college curriculums into a six-year program tailored for a job in the technology industry.

Students are following a course of studies developed in consultation with IBM, and are expected to emerge with associate’s degrees in applied science in computer information systems or electromechanical engineering technology. The first group of students is slated to complete coursework by 2017.

Other school systems around the country are encouraged by this approach. The Chicago area opened five similar schools this year with corporate partners in telecommunications and technology. Besides New York and Illinois, education officials in Maine, Massachusetts, Missouri, North Carolina and Tennessee have committed to creating such schools as well.

According to a New York Times article by Al Baker, John B. King, Jr., the state education commissioner said “When we view high-quality CTE programs, we see how engaged those students are and what clear aspirations they have for their future.”

CTE programs such as these enable students to be successful by gaining the skills and training needed through specialized programs of study. These programs achieve added strength through a partnership with IBM that provides mentoring to students and assistance to the school’s educators.

Ramona Schescke, Member Services Manager

By Ramona in News
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Study: Texas Dual Enrollment Students Twice as Likely to Earn Associate Degree or Higher

Friday, October 19th, 2012

Dual enrollment provides high school students the opportunity to take college courses while in high school, and research suggests that participation could increase the likelihood that students will attend and graduate from college. Another recent study, following more than 30,000 Texas high school graduates, adds to a growing body of research that supports dual enrollment as a powerful connector of high school and postsecondary education.

For six years, Jobs for the Future, a nonprofit organization helping align education with high-demand careers, followed the 2004 Texas high school graduates. Half of the students had participated in dual enrollment opportunities while in high school, and the other half had not.

The findings from the Texas study are powerful:

Jobs for the Future recommends that policymakers expand dual enrollment opportunities for students. State policy should ensure support and policies to support low-income and underrepresented students in participating in dual enrollment.

Through programs of study that strategically connect secondary education with postsecondary and workforce options, Career Technical Education (CTE) widely supports student participation in dual enrollment programs as a research-based path to postsecondary credential and degree completion.

Kara Herbertson, Research and Policy Manager  

By Kara in Research
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New NASDCTEc Brief: Promoting Work-Based Learning: Efforts in Connecticut and Kentucky

Wednesday, October 10th, 2012

NASDCTEc has partnered with the Alliance for Excellent Education to co-author Promoting Work-Based Learning: Efforts in Connecticut and Kentucky, which details what work-based learning looks like at different learner levels, and the benefits that students gain from their participation in work-based learning opportunities. The brief also highlights the potential obstacles facing states that can limit both the access to and quality of work-based learning opportunities, and looks at efforts from two states to define work-based learning opportunities for students, educators, and employers, and to create policies that provide greater access to these opportunities.

Nancy Conneely, Director of Public Policy

By Nancy in Public Policy, Publications
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