Posts Tagged ‘employment’

New Research Shows Positive Employment Outcomes for CTE Learners

Tuesday, March 10th, 2020

One of the most important considerations for learners choosing to enroll in secondary and postsecondary Career and Technical Education (CTE) programs is whether that pathway will lead to a successful career and a good salary. The new Strengthening Career and Technical Education for the 21st Century Act (Perkins V) requires states and local recipients to set goals around post-program outcomes for CTE concentrators. Several recent studies suggest that learners are finding gainful employment and increased salaries after completing CTE programs. 

A study in the Community College Journal of Research and Practice analyzed data from the California Community Colleges CTE Outcomes Survey. Using three years of survey data from over 46,000 former CTE participants, the researchers found that these learners reported positive employment outcomes and obtained greater increases in wages than they were earning before beginning their program.

Another study using administrative data on a cohort of high school CTE concentrators from Washington State found that CTE learners who go on to college, compared to non-CTE learners, are significantly more likely to enroll in and complete vocational programs. They are also more likely to earn postsecondary credentials such as associate degrees and industry certifications, especially in the applied Science, Technology, Engineering and Mathematics (STEM) and public safety fields. Additionally, secondary CTE learners who do not go on to college are also more likely to obtain full-time employment within the first three years after graduation compared to non-CTE learners. 

Lastly, a study of admissions and learner outcomes within Connecticut’s system of 16 stand-alone CTE high schools found that males who attend a technical high school are 10 percentage points more likely to graduate than comparable males who attend a traditional high school. Male learners attending technical high schools in Connecticut also have approximately 31 percent greater post-graduation quarterly earnings, higher 9th grade attendance rates and higher 10th grade testing scores than comparable males. There was no evidence that female learners had significantly different outcomes based on the type of school attended. 

As CTE month comes to a close and states finalize their Perkins V plans and invest substantial resources in CTE programs, the findings in these three studies highlight the value that CTE programs have in positive academic and employment outcomes for learners. Additionally, these findings reaffirm the value CTE programs have in preparing learners for the real world and the many postsecondary paths they can pursue. The Washington State and Connecticut studies found that CTE concentrators were slightly less likely to go on to college than comparable learners but still more likely to earn vocational credentials, obtain full-time employment with higher earnings, and have better attendance and test scores than comparable learners. State leaders are encouraged to continue investing in these programs proving to work for learners in their states. 

Other Notable Research 

A report on Idaho’s education and earnings gap revealed that those with bachelor’s degrees earn substantially more in income than those with less education. Among its recommendations, the report suggests the state adopt explicit policies encouraging school districts to develop secondary CTE course sequences or certified programs focusing on two to three specific career pathways that play to their local strengths. 

Brian Robinson, Policy Associate

By admin in Uncategorized
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State Research Shows Positive Outcomes for CTE Students

Monday, February 20th, 2017

In 2015, the most recent year data are available, CTE students nationwide graduated at a rate of 93 percent — approximately 10 percentage points higher than the average. Now, new research from Wisconsin and Washington adds to the growing body of evidence that secondary Career Technical Education (CTE) leads to positive postsecondary outcomes.

State Research Shows Positive Outcomes for CTE Students

The Public Policy Forum, a research organization based out of Milwaukee, recently published a report examining the CTE system in both Wisconsin and the local Milwaukee region. The study draws upon Wisconsin’s CTE Enrollment Reporting System (CTEERS) and district-level surveys of CTE graduates and finds that two-thirds of students in Wisconsin enroll in CTE courses. The most popular area of focus for these students was Business & Information Technology. The study also revealed positive outcomes for CTE students, including:

However, the data revealed inconclusive results related to performance on academic assessments. Additionally, the report identified a 6.3 percent statewide decrease in CTE teaching assignments from 2009 to 2016 — a trend the state has been working to reverse through recent legislation making it easier for CTE teachers to get certified in the state.

Washington Audit Highlights CTE Student Achievement

A report from the Washington State Auditor’s Office examines outcomes data for students in both the 2012 and 2013 graduating high school classes and finds that secondary CTE students demonstrated high post-high school achievement. The study was commissioned to examine the impact of Washington state’s $400 million investment in CTE — a system that reaches 300,000 high school students statewide.

The study finds that, within the population of students that did not go on to a four-year degree, CTE students were 11 percent more likely to “achieve” than non-CTE students. According to the study, “achievement” is measured as persistence in apprenticeship programs, persistence in community and technical colleges, employment and certificate attainment. Additionally, CTE programs accommodated a higher proportion of students receiving free and reduced price lunch and students with disabilities than other non-CTE programs, indicating that CTE could be a strategy for students of all socioeconomic backgrounds and abilities to acquire the skills needed for high-demand, high-wage careers.

Austin Estes, Policy Associate

By admin in Publications, Research, Uncategorized
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Friends of CTE Guest Blog Series: Toyota President, CEO Supports CTE as Resource for Employment Opportunities

Wednesday, April 11th, 2012

Jim Lentz is  President & CEO of Toyota Motor Sales USA.

What’s your edge?  What’s going to separate you from others?  Plain and simple, one of the best ways to stand out is to get great hands-on training and education — everything that Career Technical Education provides.

In this fast-paced world where immediate results are demanded, Toyota needs team members who know their stuff.   Today’s cars contain more than 3,000 parts and are basically computers on wheels.  In fact, some cars have as many as 100 million lines of software code.  You can fill a stack of letter-sized pages the height of a 50-story building with that many codes.

In addition, automobiles have nearly 1,000 times more computing power than the system that guided Apollo astronauts to the moon.  It’s true. Further, even more advanced technologies and electronics are being added to vehicles.  And, since cars are becoming more complex, we’re going to need good people that have the knowledge and the know-how to keep things in tip-top condition.

This is all great news because as the auto industry continues to grow, more and more jobs will be available.  In fact, over the next four years, the industry plans to add 150,000 new jobs.  That’s on top of the 8 million Americans who depend on the auto industry for their livelihoods.

So, having the education and technical experience is critical in the auto business, or almost any field you choose.  At Toyota, we feel so strongly about this that we’ve directly supported college automotive programs through our Technician Training and Education Network (T-TEN) for a quarter century.  We’ve also joined with other automakers to support high school-level programs for more than a decade through Automotive Youth Educational Systems (AYES).

CTE programs also offer another important opportunity for you to fulfill your dreams. They help you determine how strong your passion is for a given subject. Yes, it’s important to have knowledge and training, but it’s equally important to love what you do.  It makes a difference in your outlook, your attitude and your results.  Generally, passionate, enthusiastic people are more successful in work and life.

That’s why companies today are seeking associates who have three key ingredients:  Knowledge, training and passion.  You’ll find individuals who posses these traits at CTE.  So, if you’re not involved in a CTE program–get involved and do it now!  Good luck and all the best in the future!

How Can You Get Involved?

The Friends of CTE Guest Blog Series provides advocates – from business and industry, to researchers and organizations – an opportunity to articulate their support for Career Technical Education. The monthly series features a guest blogger who provides their perspective on and experience with CTE as it relates to policy, the economy and education.

Are you interested in being a guest blogger and expressing your support for CTE? Contact Erin Uy, Communications and Marketing Manager, at [email protected].

By admin in News
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CTE in the News: Going to Trade School, Should You Do It?

Tuesday, April 10th, 2012

Programs such as Career Technical Education (CTE) are one of the few bright spots in the education sector during the nation’s slow recovery period, according to a recent Fox Business News article.

“The high school programs are an opportunity for students to try out lots of different career fields and see what they like and what they don’t like,” said Kimberly Green, NASDCTEc Executive Director. “From the high school perspective, I think it’s really about career exploration, finding your passion and then when you find it, you can begin on your journey for getting the skills you need for starting your career of choice.”

Further, those high school students typically follow a path to postsecondary institutions where they earn certificates and degrees that qualify them for jobs, Green added.

Perhaps, students are identifying the connection between CTE completion, degree or certificate attainment, and job opportunities. CTE and similar programs are experiencing an increase in enrollments at a time graduate schools have seen a decline in student applications, according to the article.

In fact, CTE programs have seen a “sharp increase” in enrollment and many students may be waitlisted, noted Tom Holdsworth, SkillsUSA Associate Executive Director of the Office of Communications & Government Relations.

“There are a lot of careers that just require a certificate or a two-year degree and a lot of those are paying above average wages in areas such as manufacturing, architecture, and construction,” Holdsworth said. “There are opportunities to earn good middle income wage, but you have to have the right set of skills.”

The Bureau of Labor Statistics estimates that middle-skill jobs will make up approximately 45 percent of all job openings projected through 2014, according to the article. Of the occupations that require postsecondary education, those requiring an associate degree are projected to grow at the fastest rate of about 19 percent, the article said.

Erin Uy, Communications & Marketing Manager

By admin in News
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Legislative Update: Budget, ED Priorities, DOL Priorities

Friday, March 23rd, 2012

House Marks Up Budget Resolution

Rep. Paul Ryan Chairman of the House Budget Committee released his budget resolution this week, which will serve as a blueprint for the House as the appropriations process moves forward. The budget passed committee by a vote of 19-18. The resolution sets the FY13 discretionary cap at $1.028 trillion, which is $19 billion below the cap set by the Budget Control Act last summer. The proposal would cut education, training, employment, and social services programs by $16.4 billion, which is 22 percent below FY12 levels. The resolution specifically targets Federal job training and workforce programs, calling them duplicative, and proposing to streamline the system and consolidate existing programs into “career scholarship programs.”

Senate Majority Leader Harry Reid (NV) has said that the Senate will adhere to the spending levels set in the Budget Control Act and will not release a budget resolution.

Secretary Duncan Testifies Before Congress

Secretary of Education Arne Duncan testified before the House Labor, Health and Human Services, and Education Appropriations Subcommittee yesterday to discuss the budget and policy priorities of Department of Education.  Duncan spoke about some CTE-specific proposals such as increased funding for career academies and community colleges. He also addressed the need to reauthorize the Perkins Act:

The Administration’s reauthorization proposal would transform CTE by increasing the focus on outcomes and career pathways that ensure that what students learn in school is more closely aligned with the demands of the 21st century economy, while creating stronger linkages between secondary and postsecondary education. The proposal would also promote innovation and reform in CTE.

A number of members, from both sides of the aisle, expressed concern that the President’s budget would cut or freeze existing programs, in exchange for funding new programs such as the Community College to Career Fund.

Secretary Solis Testifies Before Congress

Secretary of Labor Hilda Solis testified before the House Education and the Workforce Committee this week about the budget and policy priorities of the Department of Labor. Solis began her testimony by saying that the labor market grew stronger last year, and that over 2 million private sector jobs were created, while the unemployment rate fell in 48 states. However, there is still work to be done and the President’s budget outlines the steps his administration intends to take to address unemployment and the skills gap.

As we told you after the President’s State of the Union address, he plans to create an “economy built to last,” founded on strengthening manufacturing, energy, education, and skills training for individuals. Secretary Solis outlined the proposed programs in the President’s budget that would help address these issues. For example, the Community College to Career Fund would help community colleges to partner with business and industry to develop training programs for workers to enter high growth and high demand industries that meet the needs of local employers.

Nancy Conneely, Public Policy Manager

 

By admin in Legislation, Public Policy
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State Education Data Systems Improve, Still Lack Connections to Workforce

Wednesday, December 7th, 2011

States have made incredible progress over the last year in developing comprehensive longitudinal data systems, but they are still lacking when it comes to stakeholder empowerment and connections to workforce programs and employment outcomes.

The Data Quality Campaign (DQC), a nonprofit organization that supports the availability and use of high-quality education data, released this year’s state analysis report which reviews states’ progress in implementing DQC’s 10 essential elements of education data systems. According to the report, “without exception, every state in the country has robust longitudinal data that extend beyond test scores and could inform today’s toughest education decisions.”

Still, as DQC executive director Aimee Guidera noted on a webinar last week, most states have not yet empowered stakeholders with these data to make informed decisions.

The survey also revealed that little progress has been made around career readiness data. Only nine states have data that connects K-12 student learning with employment or other workforce education and training programs, and just twelve states have connected postsecondary students with employment outcomes.  The next Statewide Longitudinal Data Systems grants will give more states the opportunity to focus on building these linkages to workforce data.

Since the DQC’s primary focus is on K-12 data issues, leaders from the National Skills Coalition and other national organizations  are developing an initiative, the Workforce Data Quality Campaign, to support states’ efforts to link K-12 and postsecondary data to workforce data. NASDCTEc will provide more information on this campaign as it becomes available.

Kara Herbertson, Education Policy Analyst

By admin in News, Publications, Resources
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CTE in the News: Help Wanted. Mechanics, not Chefs

Thursday, November 10th, 2011

Well-paid positions in fields where employment prospects are on the rise may go unfilled because of a lack of interest and qualified skill set among young people, according to a recent Wall Street Journal article entitled Help Wanted: Mechanics, Not Chefs.

Poor perceptions of “blue collared” jobs, lack of awareness of job opportunities, and high costs of some technical schools appear to contribute to the shortage of these skilled workers, the article said. Anthony Carnevale of Georgetown University’s Center on Education and the Workforce called the trade-skills positions “orphan jobs” because they are overlooked and perceived to be dying professions. However, that is not the case, he said.

“They’re in industries that no one thinks are growing and no one wants to go into,” Carnevale said in the article.

So where do these students go? Dorothy Walker, interim dean at the School of Technology and Applied Sciences at Milwaukee Area Technical College, said young students are looking to programs in information technology, healthcare, video game development and culinary arts. Walker, however, said she is seeing “huge demand” for job candidates in the machinist, welding and manufacturing areas; students’ interest in these fields are lacking.

Erin Uy, Communications & Marketing Manager

By admin in News
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