Posts Tagged ‘industry experts’

Work-based Learning is Predictive of Future Job Quality, According to New Study

Monday, December 10th, 2018

The Brookings Institution looks at employment outcomes for low-income learners

It’s a question that has puzzled education researchers for decades: what is the right mix of experiences in early adolescence that is most predictive of future career success and lifelong learning?

For the longest time, the rule of thumb has been “get a bachelor’s degree and you’ll get a good job.” But we know that there are other experiences on the path to a four-year degree (such as participating in work-based learning or earning an industry-recognized credential) that are just as powerful in preparing learners for their future careers. What are these experiences? And how should they be delivered to maximize learner outcomes?

New research from the Brookings Institution sheds a little bit of light on this question. The study looks at different factors that are correlated with economic success among 29-year-olds from “disadvantaged” backgrounds. The study finds that:

Specifically, the researchers find that participating in “relationship-focused CTE” (a term they use to refer to work-based learning and other activities where students interact with industry mentors) is significantly related to higher job quality scores at age 29. This would seem to suggest that building relationships with industry mentors and completing work-based learning at an early age can help learners, particularly low-income learners, get a leg up on their careers. While the data do not provide a full picture of the quality of work-based learning in the study, the evidence is promising.

For the purpose of the study, the researchers define “disadvantaged adolescents” as those who, when they were between the ages of 12 and 18, had a family income equal to or less than 200 percent of the federal poverty line; did not have a parent with more than a high school education; had a mother who was a teenager when her first child was born; or whose family received public assistance. They defined job quality based on four factors: earnings, benefits, hours of work and job satisfaction.

CTE Research Roundup

Austin Estes, Senior Policy Associate

By Austin Estes in Research, Resources
Tags: , , , , ,

Unpacking Putting Learner Success First: Ensuring Quality Instruction

Thursday, August 3rd, 2017

A little over one year ago, Advance CTE launched Putting Learner Success First: A Shared Vision for the Future of CTE. This document, which was developed using input from a broad array of stakeholders, calls for a systematic transformation of the education system grounded in five principles. This blog series will dive into each principle, detailing the goals and progress made in each area.

For more resources related to Putting Learner Success First, including state and local self-assessments, check out our Vision Resources page.

All learning is facilitated by knowledgeable experts.

All learners deserve to have quality educational experiences facilitated by individuals with passion, experience and expertise. The need for experts qualified to help ensure students gain the real-world experiences they need for success has been increasing dramatically. Individuals with industry expertise provide a perspective to students that traditional academic teachers may be unable to do, and can also help students explore and connect with particular career opportunities.

State leaders face numerous barriers in fully achieving this principle, including geographical shortages of available industry experts, and the availability of professional development that provides industry experience to classroom teachers.

Those who have signed onto the principle have committed to accomplishing this objective through the following actions:

Since the launch of Putting Learner Success First, Advance CTE has been conducting research and policy scans to raise up examples and promising practices related to this principle. Now, when state leaders put their commitment to quality instruction into action, they have access to multiple resources related to instructor certification, teacher externships and professional learning.

Principle in Action

Relevant Resources

Upcoming Resources

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Uncategorized
Tags: , , , , , , ,

Alternative Certification Alone Will Not Solve CTE Expert Shortage

Friday, December 16th, 2016

New Report Describes State Efforts to Increase Access to Industry Experts in High Schools

state of cte industry expertsAs interest in Career Technical Education (CTE) continues to increase, the need for experts qualified to help ensure students gain the real-world experiences they need for success increases as well. Individuals with industry expertise provide a perspective to students that traditional academic teachers may be unable to offer, and can also help students explore and connect with particular career opportunities. Unfortunately, there is a national shortage of these experts working in schools.   

Today Advance CTE released a report examining the shortage of industry experts in secondary classrooms and how to address it. This report was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co. Advance CTE, in partnership with the Center on Great Teachers and Leaders at American Institutes for Research, carried out two surveys: one of 47 State CTE Directors and one of 260 local CTE teachers and administrators from 26 states.

The surveys revealed that, while many states use alternative certification policies to bring industry experts into schools as full-time teachers, those policies do not fully address the problem. Alternative certification policies may work well for industry experts who are already willing to change careers and go into the classroom full-time, but there are other options that better meet the available capacity of industry experts still working in their field. These strategies include allowing experts to teach part-time or co-teach with a fully certified teacher of record, which gives students the benefit of their industry-specific knowledge without requiring the expert to give up their job in industry or go through the same rigorous and time-consuming preparation of a fully certified teacher.

alt cert state of cteOther states have policies that encourage experts to give their time in non-instructional roles, such as through career coaching and mentorships. Many states have articulation agreements with postsecondary institutions and use those to share faculty, which can include industry experts. Fewer states use incentives to attract experts to the teaching profession.

Using the data collected from the surveys, Advance CTE developed several recommendations for state leaders to consider. First, states should develop policies and initiatives that go beyond full-time alternative certification policies to allow for a broad range of options for industry expert involvement. States can do more to leverage their articulation agreements with postsecondary institutions to give secondary students access to industry experts teaching at the postsecondary level. Importantly, states must work to increase awareness of all of these opportunities within industry. Finally, states should consider how to deliberately coordinate and streamline disparate recruitment strategies so as to maximize their collective impact.

For more information, look out for an invitation to a webinar discussing this paper, which will take place on January 9 at 3 pm ET and feature an in-depth look at Nebraska’s strategies for increasing access to industry experts.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Advance CTE Resources, Publications, Research, Resources
Tags: , , , , ,

 

Series

Archives

1