Posts Tagged ‘Common Criteria and Quality Indicators’

New Skills ready network Site Highlight Series: Indianapolis Pathways Evaluation Framework

Wednesday, July 21st, 2021

In 2020, JPMorgan Chase & Co. launched the New Skills ready network across six domestic sites to improve student completion of high-quality career pathways with a focus on collaboration and equity. As a national partner in the New Skills ready network, Advance CTE strives to elevate the role of state capacity and resources in advancing project priorities and gain a unique perspective on promising practices to strengthen state-local partnerships across the country.

Our newest blog series will highlight innovative tools and initiatives produced across the six sites that advance the initiative’s four key priorities and serve as a guide for state leaders in their work to create cohesive, flexible and responsive career pathways. 

For this post, Policy Associate Dan Hinderliter interviewed Jennifer O’Shea, Postsecondary Readiness Officer for Indianapolis Public Schools (IPS) to learn more about their career pathway evaluation framework used to measure the quality of their 42 pathway programs. 

 

 

 

 

 

 

 

 

 

Purpose 

O’Shea shared that developing a pathway quality framework rubric had several purposes: 

Ultimately, the project team is aiming for all IPS students to be “future-ready” graduates with a significant portion completing and earning credit for early postsecondary credit through CTE, Advanced Placement, International Baccalaureate, and Early College programs. 

Framework Composition 

The framework was created by a consulting firm using the foundations of the Association of Career and Technical Education’s (ACTE) Quality CTE Program of Study Framework and Naviance’s college, career and life readiness framework to create program quality criteria.  

Both qualitative and quantitative feedback was incorporated into this framework. In addition to considering existing CTE programs of study requirements, feedback regarding program quality was collected from families, school counselors, administrators, instructors and industry partners. In addition to the rubric, evaluators will also examine enrollment and completion data disaggregated by race to identify enrollment disparities as a quality indicator. 

Framework Use 

After the evaluation was completed for all 42 pathways, each pathway component each was coded red, yellow or green. The coding was then used to decide to sunset, merge or enhance each pathway. Five pathways had a substantial number of green components and identified as already achieving substantial alignment with the quality criteria.

Five pathways were chosen as an initial focus group for enhancement as part of Indianapolis’ New Skills ready network priorities in consultation with local two and four year institutions that will partner with IPS to create more seamless postsecondary transitions and early postsecondary opportunities. The five career pathways chosen were Business Administration, Construction Trades, Digital Manufacturing, Engineering, and IT Tech Support & Services.

Benefits of New Skills ready network Partnership 

While the district’s work to evaluate and improve pathway program quality began prior to joining the New Skills ready network, O’Shea shared that participating in the initiative has made the process more impactful and collaborative. She cited the initiative’s focus on collaboration as a means to utilize lessons learned from other sites as well as create a more comprehensive framework based on input from K-12, postsecondary, industry and workforce leaders rather than operating in a silo. The initiative’s funding also allowed for long-term investments to evaluate and maintain program quality through the addition of a data analyst, employer engagement manager, and a new college and career exploration course for middle grades.  

For more information about the early accomplishments of Indianapolis and the five other sites that are part of the New Skills ready network, view Advance CTE’s Year One snapshots. For more resources on strengthening career pathways, visit the Learning that Works Resource Center

 

By Stacy Whitehouse in Uncategorized
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Getting to Know… Missouri

Tuesday, March 7th, 2017

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Missouri

State CTE Director: Dr. Blaine Henningsen, Assistant Commissioner, Office of College and Career Readiness, Department of Elementary & Secondary Education

About Missouri: The issue keeping state leaders in Missouri’s Office of College and Career Readiness up at night is figuring out how to ensure quality in Career Technical Education (CTE) programs across the state. Missouri is home to 57 area career centers, 450 comprehensive high schools, 12 community college districts and one state technical college that provide CTE courses to more than 244,000 students combined. As in other states, quality varies from district to district. That’s why, in 2013, Missouri worked to identify the menu of indicators that best reflect high-quality CTE programs. Eventually, the Office of College and Career Readiness settled on six criteria to guide and promote quality, called the “Common Criteria and Quality Indicators,” which were launched publicly in 2015. The indicators describe necessary components related to curriculum, instruction, assessment and more.

At the moment, the Quality Indicators carry no weight in the state’s accountability or funding structure, though Missouri is redesigning its CTE funding formula to better integrate and promote the six criteria. The plan is to roll out an updated formula in the 2018-19 school year to ensure state funds go to support quality programs. In the meantime, the Quality Indicators framework is available as a self-evaluation tool for local programs.

Programs of Study: Missouri’s programs of study follow the national Career Clusters framework and are further organized into six content areas:

Agricultural education and business are two of the most popular programs in the state, though manufacturing has enjoyed increased popularity as the sector has grown in the decade since the economic crisis.

Students enrolled in CTE programs are also encouraged to participate in work-based learning opportunities and take industry credentialing examinations. Schools earn additional points toward their “college and career readiness” score for these students. Additionally, the state has an Apprenticeship USA grant to support Registered Apprenticeships. To encourage vertical alignment between secondary and postsecondary CTE programs, Missouri offers dual enrollment opportunities for students to begin earning credit toward a postsecondary degree while they are still enrolled in high school. There is also a representative from the postsecondary system on the state’s CTE Advisory Council (more on that below).

Noteworthy in Missouri: The state legislature recently made two significant changes to the Missouri CTE system. First, it established a CTE Advisory Council, which includes four members from the general assembly and 11 other individuals appointed by the Commissioner of Education. The Council meets four times annually and provides guidance and recommendations on strengthening Missouri’s CTE programs. The Council was convened for the first time in January, 2017.

Another new and notable policy in Missouri is the adoption of a Career Education Certificate that students can earn in addition to their high school diploma. The policy was adopted by the state legislature in 2016, and the Office of College and Career Readiness, with support from the CTE Advisory Council, is in the process of defining the certificate requirements. Under the current proposal, the certificate will be available to CTE concentrators who pass a technical skill assessment or earn an industry-recognized credential, complete work-based learning experiences, and meet certain GPA and attendance requirements. The Office aims to implement the certificate beginning in the 2017-18 school year.

Austin Estes, Policy Associate

By Austin Estes in Advance CTE State Director, Public Policy
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