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O =FYF Reflection on Career and Technical Education Prepared January 2008 RGx-   - P "Table of Contents Purpose of this Briefing & & & & & & & & & & & & & & & & & & & & & & & & & & & & & ..3 Summary of Findings & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & .4 Summary Recommended Approach & & & & & & & & & & & & & & & & & & & & & & & ...5 Preparing to Enter the Career Technical Education Area & & & & & & & & & & & & & & & 6 Overview of Career Technical Education & & & & & & & & & & & & & & & & & & & & & & 9 Challenges & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & .18 Strategic Opportunities and Investments & & & & & & & & & & & & & & & & & & & & & ..23 Appendices & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & 28 Discussion & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & & .39 <#Purpose of this Briefing> Objective of this Briefing: Provide background on Career and Technical Education (CTE) Identify options for foundations to invest at the high school level. Important Questions to Consider in Creating CTE Investment Strategy: Why should foundations focus on CTE? What is the definition and objective of CTE? How effective is CTE? How does CTE fit into a portfolio of schools? How big a portion of portfolios of schools should be dedicated to CTE? How do we provide CTE without reinforcing tracking? What position and investments might foundations make in CTE?EX C $$U((,,00044H886<<=:DF%-.F4=$Highlights of FindingsIn general, research and evaluation is minimal and most of those that are available are based on limited evaluation methods. The exception is MDRC s long-term research on career academies which demonstrates career academies are equal to other models in terms of academics and college going rates with additional developmental and economic benefits in long-term. http://www.mdrc.org/area_issue_29.html Research and evaluation findings include: Research confirms that CTE does reduce dropping out among  at-risk students. Mixed findings on the relationship of CTE and academic achievement. There may be diminishing returns after a certain number of CTE courses. Higher proportion of low-income, ELL and special education students are enrolled in CTE courses. State policy can play a critical role in improving quality of CTE. S   &   )Q+     $$(( ,, 009/s44 W$&aB%-Thoughts for Designing an Investment Strategy.-HProceed with caution in addressing CTE. Before funding innovations, use a data-driven approach to understand status of current system to determine where innovations are needed. Start with how the current system is operating in terms of how strong a role it plays in serving students with challenges (students that enter high school 2 or more years behind grade level, English Language Learners and special education), including proportion served by CTE, graduation rates and college readiness (academic achievement). Consider a new set of research is needed that looks at the value of CTE schools and programs that have increased academic rigor to understand outcomes. Develop communication and message strategy so that the goal continues to be to prepare students to have the option to go to college. Promote Dual Majors in which students take sequence of CTE courses and academic requirements. This introduces CTE as an  elite strategy for which both high achieving and low achieving students can strive. Stay focused that struggling students are well-served by the schools. Stay focused on increasing academic quality of CTE courses. District reform efforts should take into account CTE and how it fits into the overall options students are offered. Portfolio of schools should include wide range of thematic schools including CTE and career themes. This should include STEM. As portfolios become managed strategically, including ensuring that there are adequate transfer schools, determine consumer interest in the types of schools and themes that are offered. Support efforts to accelerate the progress made to date to increase academic content in CTE courses and schools. Ensure that CTE curriculum integrates the best practices of language development, literacy development, and differentiated instruction. State policy efforts, especially related to accountability and information systems, specifically K-16 information systems, should integrate monitoring students that take CTE courses to ensure that tracking is not occurring and that students are prepared for college. Whenever possible work closely with post-secondary strategies as CTE includes both secondary and post-secondary. .>ZZ=ZZrZ      =     r$$ (( ,, 00 y44 88 <<   p   t(*-qN/=Preparing to Enter into the Career Technical Education Arena ,><;Why Focus on CTE? There are Multiple Entry Points into CTE,<(7(]=Why Focus on CTE? There is adequate evidence that CTE increases graduation rates. However, we do not know why it increases graduation rates. Increased relevancy? Applied or hands-on learning? Smaller class sizes? But, there is only minimal evidence that it increases achievement. However, this should be updated with studies that look at CTE courses that have upgraded their academic content. CTE has been in the process of being upgraded for the past decade and research should focus on its potential. There is some evidence that heavy CTE course-taking reduces post-secondary participation. Target population participates in CTE. Low-income and minority students are often in CTE courses, as are ELL and SPED. CTE in urban districts has not been upgraded as much as other CTE schools/programs. Undocumented belief that boys benefit from CTE and hands-on learning. A diversified portfolio of schools should include quality CTE options that prepare students for post-secondary options. Schools designed around CTE can be considered a thematic school, equivalent to a school using arts or social justice as themes. Demand from parents for CTE One survey in NYC indicates that 90% of low income parents want more CTE. xA<HD[( 2` 2  2K?  <      D  [$$ %(( ,, Q00 44 y88 <<  J  P0(There are Multiple Entry Points into CTE)( Which Problem Are You Trying to Solve? The focus on college prep and increased graduation standards are crowding out CTE Business community complains that we have inadequately trained workforce We continue to track low-income/minority students into courses with poor academic content We have a dropout crisis. Our high schools are not academically rigorous and students are not prepared for college. Which Vision are You Trying to Promote? Districts should provide a diverse portfolio of schools to meet student interests. We need to redesign instruction and high schools. Baccalaureate college prep and career prep should be integrated 0Z2'0Z2j0Z2)0Z20Z2Z'RI Zu(S 1$$((A,,&&Overview of Career Technical Education '&YWhat is Career and Technical Education Who Participates in CTE? How Effective is CTE? What is the Impact of CTE on Employment and Earnings of Students? How is CTE delivered? History of CTE Trends in CTE Understanding State CTE Policy See Rethinking Career and Technical Education for the 21st Century for Summary of Research Base on CTE by JFF Doo9Overview of CTE: What is Career and Technical Education?(:' No agreed upon definition -- may include the following (See Appendix E for Glossary): Career theme Hands on or applied learning (project-based learning or PBL) Real world work experience ( work-based learning or WBL) Technical or occupational skills Student s get industry certificate and standard diploma Career pathways (specific sequence of courses) Funded through Perkins, state or local CTE funding CTE can be defined as a school/technical center or as specific courses taken at the high school, technical center or community college. CTE spans secondary and post-secondary Stronger emphasis on meeting the needs of employers than general/college bound education Why no agreed upon definition CTE is responding to changing economic demands, preparing non-college bound students to enter workforce after high school, and preparing students for post-secondary options including college. Some CTE innovators are promoting alignment to 4 year college standards (CA s A-G curriculum) describing high schools with career themes, hands-on learning, and real world experiences such as CTE. Traditional CTE advocates continue to highlight technical skills for entry level jobs, although almost all occupations require post-secondary training or industry certificate. W>( Z8 2W =9 !8.2 $$ (( &,, x00 .4488<<*Overview of CTE: Who Participates in CTE?(+ How many students are participating in CTE? Different ways to define participation Self-defined (reliability?) Take a CTE course Major in CTE CTE Completer Varies in how CTE is delivered. Estimates vary on participation rates. 45% of high school students earned 3+ occupational course credits in 1990 s. Estimates based on transcript analysis range from 4.4% to 25% (NCES). Some estimate that over 90% of students take at least one CTE course. In NYC 38% are enrolled in CTE classes, down from 58% in 1990. 10% of all students are enrolled in one of 22 vocational schools. Agreement that CTE enrollment and offerings have been declining. Budget reductions Focus on college is crowding out CTE More high school requirements may result in fewer electives Which students participate in CTE? Students that take high ratio of CTE courses are more likely to be low-income, nonwhite, and male than general population. How much is the right level of participation? In the same way we don t know how many CTE schools we should have in a portfolio, we don t know how much CTE students should be taking. Higher levels of CTE courses appears to diminish college-going. However, this may not be the case for academically rigorous CTE courses. ,0_'0_I0_J0_\0_C0_s0_$0_}0_/0_0_, '  I $$((,,F004488C<<%;   # }/  $$((X(Overview of CTE: How Effective is CTE? () Agreement that the standards movement has had positive impact on the quality and rigor of CTE. Although there is still more to be done, CTE is becoming more academically rigorous. Does CTE increase graduation rates? Agreement that CTE improves graduation rates of at-risk student which international studies also confirm. How does CTE impact student achievement? Findings show mixed results. National Research Center for Career and Technical Education is studying whether career-focused program with strong academics will improve academic achievement. How does student achievement in CTE compare to college prep? In general, CTE is designed to prepare students for community college rather than baccalaureate programming. In NY state, CTE students statewide outperform non-CTE students on Regent exams in English and math. However, concerns that policy, structure and admissions procedures reduced number of struggling students (not confirmed). Does CTE affect college-going rates? In general CTE doesn t appear to diminish college-going. However, high ratios of CTE-to-academic courses are related to reduced chances for attending college. MDRC evaluation of career academies found that overall college going rates were same as control group. CTE is unlikely to influence college enrollment of students given their individual characteristics and demonstrated academic performance. With the exception of tech-prep, this in line with the NAVE (U.S. Department of Education, 2004), which found that although higher proportions of the students participating in CTE might be attending college, it was not clear that CTE was driving those results. 0_m0_*0_0_=0_O0_%0_0_  $ m  *   =$$ n((,,0044%88 l<<3h $dO $$_((,,T004488 >E:`a@SOverview of CTE: What is the Impact of CTE on Employment and Earnings of Students?TBThis is a very important issue for low-income students as they are likely helping to support themselves, their families, and saving for college. Furthermore, they are likely to have to work during college. So the more we can get students earning above minimum wage, the better off they are. There is often a discussion about whether students should work or not. There is competing evidence on the impact of work and its impact on student achievement. Evidence suggests that some work is fine, once students start to work half-time (15-20 hours) school success will begin to decline. However, some students MUST work to support themselves, their families, and prepare for college. So it is worth considering how to design schooling to both accommodate and build on work experience. National Assessment of Vocational Education indicates there are short and medium-run increases in annual earning for CTE students. MDRC evaluation of career academies found that there were positive long-term impacts for African-American males earnings. Given how few programs have positive impacts on African-American males this should be seen as significant finding. l$  $$,%'Overview of CTE: How is CTE Delivered?(How is CTE delivered? In comprehensive high schools In vocational schools or regional centers Districts send students; transfer per pupil funding May cause access issue In community colleges Although decreasing in influence, Perkins is still an instrumental federal policy Perkins is primary federal policy (See Appendix B) State policies and infrastructures vary; many offer regional centers (BOCES in NY; ROPC in CA) Districts may fund/offer their own CTE State and local funding has become larger proportion of CTE funding; however Perkins is still instrumental in shaping CTE, How are CTE programs developed and approved? States vary in approval process. Even where strong approval requirements, districts can continue providing CTE with their own funding How does the cost of CTE vary from college prep? CTE usually has smaller teacher:student ratios so may have additional costs. Facilities and technology increases costs Costs for specialized equipment will vary based on the occupation. Some states direct funds to establish and upgrade modern facilities Some CTE facilities are not used to maximum levels, often used heavily only during parts of day and evening. LZHZLZZSZ5Z-ZZ2ZxZZZZ *4 S 5-  $$2(( M,,00*4488n<<z!   Overview of CTE: History of CTE!As always, the lens shapes history Meeting industry needs Agricultural to industrial economy Wartime needs Meeting social needs Booker T. Washington and W.E. B. Dubois New immigrants 1917 The the Smith-Hughes Act marks the beginning of modern vocational education and the second major area of federal aid to schools. 1929 The George-Reed Act extends and amends the Smith-Hughes Act of 1917. In addition to increasing the federal support for all of vocational education, the new act gives home economics the status of an independent division (heretofore, it has been under trades and industries), and it assures home economics a fairer share of future federal funding. 1963 Department of Health, Education, and Welfare issues report: Education for a Changing World of Work. Critiques occupational focus. Recommends vocational education target disadvantaged populations. 1984 Carl D. Perkins Vocational Education Act of 1984 (See Appendix B) 1994 School-to-Work Opportunities Act (STWOA) designed as systemic reform to integrate work and academics with focus on reforming traditional high schools. 1998 the Vocational Education Association changes name to the Association for Career and Technical Education (ACTEOnline.org).#ZZ1ZZ7ZZZ`ZIZZ#  #    (    $$ (( ,, c00 44 88 << Y   <  !  c 6 /  T5Overview of CTE: Trends in CTE \ A focus on gender equity does not hold the prominence it once did within CTE field. During the 1980 s and 1990 s, while the proportion of high school students who were career and technical education (CTE) concentrators declined, a new classification of student arose called the dual concentrator, a student who takes both an academic and a CTE program in high school. Some evidence suggests these students, unlike traditional CTE concentrators, perform as well on traditional measures of achievement as academic concentrators. (Stone 2003) In 1990 s, policies were established that essentially eliminated general track and set academic standards. This has and continues to impact CTE. Teachers are taking it very seriously to increase academic content. However, some CTE teachers have little education themselves (different policies for credentials). Increased attention to CTE over past six months.  Traditional CTE is well-organized, including the business community. Example: Get Real California www.getrealca.com Perceived  weakening of academic standards movement and NCLB is opportunity for traditional CTE advocates to make case. Businesses pressuring state legislatures  interest in bringing back manufacturing, call centers, etc into US. Need for low-wage, higher skilled workers. Evidence that the number of students participating in CTE has been declining as well as course offerings. Several explanations are offered for this trend Perkins dollars have been declining New career clusters are being explored Homeland security Biotech Digital and media arts UZ20ZPGZ3ZZj0ZP1Z&Z'0ZP1ZZU x  I     V    ]$$ (( 2,, E00 344 G88 3<<  j 1 $   ' 1  .(p|/.Q10Overview of CTE: Understanding State CTE Policy1"States can play a vital role in improving academic quality of CTE. Governance may be different than K-12 Different education codes Often stronger relationship with workforce development than K-12 NY and MD have policies to ensure quality of CTE programs. MD focused on improving academic quality More CTE students pursuing college prep curriculum (from 14 % of CTE students to 41%) State requires local CTE plans to improve student achievement based on academic, technical, completion and post-high school success disaggregating for sub-groups. NY has established an approval process State authorizes CTE programs based on a number of program qualities including academic content, college prep, transition to post-secondary. Seeing increase in CTE enrollment, evidence of improvement on Regents, and increase of CTE students that have CTE endorsement on diploma. States can shape the career clusters and pathways that are most important to their economic development. Tension with the traditional vocational pipelines that prepare students for automotive, trades, and skilled manufacturing positions. There are a limited number of job opportunities each year requiring alignment with allocation of CTE programming. Apprenticeships often require higher level skills than graduation requirements/college readiness criteria used by schools. Remaining CTE programming should be balanced between projections for increasing occupations in region as well as goals for increasing competitiveness for expanding and emerging industries. Adolescents are in relatively early stages of career development and are likely to change their career interests. Career clusters and pathways is more applicable to the post-secondary elements of CTE. DZZZ;Z)ZZZ'ZZkZZZZZD @33A  ; )V $$(( ',,00k44 88r<<|   bdR= Challenges  ( gCChallenge: Policy ChallengesAny efforts to shape policy needs to take into account the following: People have pre-existing ideas of what CTE is CTE as compared to schools preparing students for four year college CTE is not perceived as an option for the wealthy CTE is often perceived as dropout prevention Traditional CTE advocates are very well organized Perkins is funding stream around which they are organized. Three national organizations with state affiliates Eight student organizations. Business community willing to lobby around CTE Historically designed as explicit method of tracking Civil rights advocates will view efforts with suspicion unless they can be assured that a new tracking system isn t being created. Dual agendas Educating students Meeting workforce needs Implementation Issues Well developed infrastructure (can be an opportunity) Mixed delivery system Weak research base Everyone has an opinion, but little is known about what is best for students. CTE may have different policy issues and governance than K-12 Dual enrollment is the only policy that appears to be overlapping with other secondary reform policy agendas. 8GZ.ZZ2ZZ25ZZ Z,Z2ZLZ<ZNZF>ZqZZH . D2 - 2 oL $$5(( ,,00 44 ,88<< L  N > p $$ (( [;*Challenge: Ensuring Access to CTE Courses ++LAlthough the greater concern is tracking poor and minority students into low quality CTE courses, there are also concerns about students having access to quality CTE courses. Perception of Competion or Trade-Offs: In trying to have student populations meet standards, credit requirements, and exit exams, educators and students may perceive that they have to make trade-offs between academic courses and CTE courses. At the policy and operational level, there may be tensions about how to balance the need for CTE with increased high school requirements Many CTE courses are offered at regional centers that require transportation time making it more difficult for students to generate enough credits Students that are academically challenged (ELL, low literacy, SPED) may already be using electives to take language development, double-dose of English or math, or repeating courses. CTE  visionaries will argue that students should be able to get both academic and CTE credit for courses that fully integrate the content Yet vocational educators are held to a different standard for credentialing and may not be able to teach the higher level academic content without significant support; Vocational educators and most of the curriculum for CTE courses rarely offer integration of language development or literacy into the curriculum. Budget constraints may also affect access to CTE courses CTE is provided with funds from federal, state, and district funds Districts and schools may need to make choices between CTE and academics based on budgets Regional centers are often funded through per-student tuition that is transferred from districts. During fiscal constraints, this may reduce access to CTE. Districts/schools will try to increase CTE offerings rather than send to regional centers. May lead to inefficiently funded or poor quality facilities Choice: Large schools that break into career themed small learning communities often assign students rather than giving them choice among the options. Availability to 9th and 10th Graders: In some districts students do not take CTE courses until final two years. If in fact CTE increases relevancy of school, making sure younger students can take CTE courses may be helpful to addressing dropout rates. Scheduling: Scheduling is important to CTE in terms of allowing students to earn more credits and in providing block schedules that better support hands-on and project-based learning. In most states there is greater flexibility in scheduling. However, some states, including CA, have yet to move beyond the standard six class day. >Z{0Z2Z;Z9ZCZZ0Z20 2I0Z2 %  U  J     9$$ C(( Z,, 00 44 88 << hDNChallenge (and Opportunity): Alignment of High School Graduation RequirementsOOSome critics believe that the high school graduation requirements and understanding of college readiness have been overly influenced by the four-year university system. The CTE policy discussions could open the door to this issue and allow for re-negotiation of what it means to be college ready and career ready. How do we reconcile the skills that a student needs who wants to go into the trades or become an auto mechanic, with those of someone who wants to become a nurse, with someone who wants to pursue biotechnology or become a doctor? Are the academic standards, high school graduation requirements, and exit exams meaningful to a student who may pursue an associates degree or specific training at the post-secondary level? How can we balance academic requirements with applied learning opportunities (CTE, service learning, the arts). Is there a way to make sure that students are  required to take applied learning courses as well as academic courses? :<< W7_Challenge (and Opportunity): The Role of the Business Community See Appendix H for resources. 6`PA  The business community is willing to participate but has proven difficult to organize in a sustainable manner. Under School to Work Opportunities ACT close to 25% percent of employers participated in some way. Outsourcing has reduced the role of large firms having an investment in education in their communities. Small firms cannot maintain multiple relationships with different schools. Given that most jobs need some post-secondary (as compared to high school diploma), business community has more incentive to partner with community colleges than high schools to ensure pipeline of workers. Business community is organized in a number of different ways and need to be supported in each of these network structures as they relate to schools. Trade associations Professional associations Chambers of commerce Chamber members are dependent on the well-being of the community and education system whereas others will shift resources to where they think there needs can be met. Real estate, banking, insurance usually see direct value of participating in schools. Well-established models of employer intermediaries or youth intermediaries offer the best models to date. Organized on local/regional models they act as brokers between businesses and schools. Technological supports that would reduce cost and even create self-organizing structures for this brokering function seem promising but have not yet proven to be effective Although there are many publications on the importance of education to the US in terms of globalization, no actual studies were found that document the changes in business participation. Opportunity: Organizing the business community around career clusters creates mechanisms for building public will and support from the business community for high school reform. 0_C__0__0_q0_  g C       $$ @$'Strategic Opportunities and Investments (' Examples of Investments: Research and Evaluation Examples of Investments: Replications Examples of Investments: District Examples of Investments: State Policy Examples of Investments: National Efforts$A%0Examples of Investments: Research and Evaluation11:Understand demand from parents and students for CTE Community Service Society said that a survey found 90% of low-income parents want CTE options What do parents think CTE is? What type of CTE do they want? Are there preferences for career clusters? Understand the impact of the industry certificate Perkins requires an industry certificate for CTE programs. How are the certificates designed? What is economic value to students? Do students with certificates do better in the workplace? Understanding why CTE improves graduation rates How do students experience CTE as compared to general ed? Is there a difference across designs that make a difference? Does high quality, academically rigorous CTE improve academic and college-readiness? Does high quality project-based learning improve academic and college-readiness?420yUQ492 0yUP $$B&6Examples of Investments: Demonstration and Replication77j Development, dissemination and training on career cluster curriculum Critical to integrate literacy development into career pathway curriculum No evidence that this is being done intentionally according to interviews. Curriculum developed Engineering - Project Lead the Way Agriculture (developed in 1980 s; could be updated with stronger technology focus) Business - NAF has one on Finance; Ford Motor Company Travel and Tourism - NAF Information Technology - NAF Curriculum starting to be developed Arts, Media and Entertainment - ConnectEd is starting Biomedical - National consortium is working on it Recommend that dissemination mechanism be established such that curriculum could be easily shared with any school operating within that theme. Build on NAF, Ford Motor Company, ConnectEd assets Replication Investments in career-themed college prep schools are solid investments. Consider Early College CTE and transfer school CTE models Consider investments to turn regional centers into high quality CTE schools The degree of hands on and real world learning may differ across career themed schools. Emphasize more innovative instructions Ensure that any school developer has integrated literacy into their curriculum. School Improvement SREB s High Schools That Work Create incentives to integrate literacy into CTE. ~EZJZKZZZ$ZhZZ4Z Z(Z(ZRZZSZE J K    $ 6 2  4$$ (( ,, X00 (44 R88 << S bD  4E'!Examples of Investments: District""7District Building a portfolio of schools requires vigilance in de-tracking. Integrate in depth look at CTE within segmentation analysis. Determine to what degree CTE is preparing students for entry into community college without remediation and to what degree students are getting tracked into CTE. Study student achievement based on how many and types of courses CTE students are taking. Integrate monitoring CTE into district information systems. Support CTE schools and programs to meet state approval, have industry standards, have smooth transitions to post-secondary, and continuing to improve academic content. District Portfolio of Schools Determine parent and student demand Develop career-themed schools that reflect a variety of career clusters Ensure that literacy is fully integrated into curriculum  l9 [ ^ l$$9((,,00P<F(%Examples of Investments: State Policy&&State Policy Limited policy items are overlapping to current high school policy agenda and offer additional allies Dual enrollment Important to include CTE in P-16 and accountability efforts Monitor effectiveness of CTE (schools, courses) in achievement and college-going rates Monitor tracking of students into CTE Dual Major indicating that students are taking sequence of CTE courses and academic requirements f<~a f< W'a( Appendices"  KAppendix A Sample of Research Reviewed for this Briefing Appendix B Understanding Perkins IV (2006) Appendix C Career Clusters or Pathways Appendix D Experts Interviewed for this Briefing Appendix E Glossary Appendix F Key Organizations Appendix G Key Experts Appendix H Key Organizations and Experts: Organizing Business CommunityLLC":Appendix A Sample of Resources Reviewed for this Briefing;;.DeLuca, S., Plank, S., & Estacion, A. (2006). Does career and technical education affect college enrollment? St. Paul, MN: National Research Center for Career and Technical Education. (http://www.nccte.org) Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., & Bailey, T. R. (2007). The postsecondary achievement of participants in dual enrollment: An analysis of student outcomes in two states. St. Paul, MN: National Research Center for Career and Technical Education. Kazis, R. (2005) Remaking Career and Technical Education for the 21st Century What Role for High School Programs. Jobs for the Future. Kemple, J. Career Academies Evaluation, MDRC. Lekes, N., Bragg, D. D., Loeb, J.W., Oleksiw, C. A., Marszalek, J., Brooks-LaRaviere, M., et al. (2007). Career and technical education pathway programs, academic performance, and the transition to college and career. St. Paul, MN: National Research Center for Career and Technical Education Oakes, J. and Saunders M (2007) Multiple Pathways: High School Reform that Promises to Prepare All Students for College, Career and Civic Responsibility, UCLA. There are a series of papers on Multiple Pathways as part of an Irvine Foundation grant. I do not recommend reading them as they are primarily visionary pieces without attention to research or the current policy framework and infrastructure of CTE. Plank, S., DeLuca, S., & Estacion, A. (2005). Dropping out of high school and the place of career and technical education: A survival analysis of surviving high school. St. Paul, MN: National Research Center for Career and Technical Education. Silverberg, M. (2004) National Assessment of Vocational Education: Final Report to Congress. US Department of Education. Stone, J. R., III, Alfeld, C. Pearson, D., Lewis, M. V., & Jensen, S. (2006). Building academic skills in context: Testing the value of enhanced math learning in CTE (Final study). St. Paul, MN: National Research Center for Career and Technical Education. Improving High School to College and Career Transitions, Southern Regional Education Board, November 2007 0Z<ZZ0Z<zZ0Z<jZ0Z<. > d U   p K    .$$ z(( ,, W00 44 4)  u`S*Appendix B Understanding Perkins IV (2006)++:Two funding components Tech-Prep Grant and the State Basic Grants.Tech-Prep funds support the integration of secondary and post- secondary vocational education in areas such as engineering, technology, applied science, health, and applied economics. These funds are directed primarily towards youth and do not figure prominently in the adult training landscape. Perkins State Basic Grants, by contrast, provide significant resources to post-secondary institutions, where adults frequently access job training. In 2001, states received almost $1.1 billion in State Basic Grants. States distribute at least 85 percent of their funds to local areas, and each state determines how these funds are to be allocated between local secondary and post-secondary institutions. In this there is wide variance among the states.In 2001, for example, nine states, including North Carolina and Arizona, allocated only 15% of their funds to post-secondary education. On the other hand, seven states spent the majority of their funds on post-secondary education, including Minnesota at 65% and Texas at 58%. Perkins II (1990) Introduced academic and technical skills curriculum integration Created Tech Prep Perkins III (1998) Eliminated both the 10.5% set-aside for special populations (displaced homemakers) and the state "gender equity coordinator" position. Introduced expanded accountability including indicators such as:student achievement; credential acquisition; transition to and completion of postsecondary education or advanced training, the military, or employment; and nontraditional training and employment. Perkins IV (2006) The legislation requires states to outline a logical sequence of high school and college courses leading to industry certification, while maintaining a strong academic focus that promotes instruction and accountability consistent with No Child Left Behind (NCLB). For example, the legislation encourages the use of funds to develop special science, technology, engineering and mathematics (STEM) programs of study to ensure that America remains competitive in this critical area0Z+0Z0ZR0Z0Z0Z0Z0Z Q PR  C$$((R,,Q0044U88Q<<PT OO  F$$((,, @004488<<  e! -[ $$S((,,00 L4488e<<T2 PR  1Appendix C Career Clusters or Career Pathways (1)(2 'Career clusters are an organizing tool defining CTE using 16 broad clusters of occupations and 81 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests. Career Pathwayis a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate and beyond. The States Career Clusters Initiative (SCCI) is an initiative established under the National Career Technical Education Foundation (NCTEF) to provide Career Clusters as a tool for seamless transition from education to career in this era of changing workplace demands. 2L-2Appendix C Career Clusters or Career Pathways (2)(3 'Agriculture, Food & Natural Resources: Food Products and Processing Systems,Plant Systems, Animal Systems Power, Structural & Technical Systems, Natural Resources Systems, Environmental Service Systems Agribusiness Systems Architecture & Construction: Design/Pre-Construction, Construction, Maintenance /Operations Arts , Audio/Video Technology & Communications Audio and Video Technology and Film Printing Technology Visual Arts, Performing Arts, Journalism and Broadcasting, Telecommunications Business, Management & Administration: Management, Business, Financial Management & Accounting Human Resources, Business Analysis, Marketing , Administrative & Information Support Education & Training Administration and Administrative Support, Professional Support Services Teaching/Training Finance: Financial & Investment Planning, Business Financial Management, Banking & Related Services Insurance Services Government & Public Administration: Governance, National Security, Foreign Service, Planning, Revenue and Taxation, Regulation, Public Management and Administration Health Science: Therapeutic Services, Diagnostic Services, Health Informatics, Support Services, Biotechnology, Research and Development<' 333% 333 333  333' 333 333 333 333  333 $$ 333(( 333,, 33300 33344 333.88 333<< 333# 333 333 333  333 333A 333( 333 333  333\$$ 333(( 333q,, 333"00 33344 33388 333{<< 333kF1Appendix C Career Clusters or Career Pathways (3)22 Hospitality & Tourism: Restaurants and Food/Beverage Services, Lodging, Travel & Tourism, Recreation, Amusements & Attractions Human Services: Early Childhood Development & Services( Counseling & Mental Health Services, Family & Community Services, Personal Care Services, Consumer Services Information Technology: Network Systems, Information Support and Services, Interactive Media, Programming and Software Development Law, Public Safety, Corrections & Security: Correction Services, Emergency and Fire Management Services, Security & Protective Services, Law Enforcement Services, Legal Services Manufacturing: Production, Manufacturing Production Process Development, Maintenance, Installation & Repair, Quality Assurance, Logistics & Inventory Control, Health, Safety and Environmental, Assurance Marketing, Sales & Service: Management and Entrepreneurship, Professional Sales and Marketing, Buying and Merchandising, Marketing Communications and Promotion, Marketing Information Management and Research, Distribution and Logistics, E-Marketing Science, Technology, Engineering & Mathematics: Engineering and Technology, Science and Math Transportation, Distribution & Logistics: Transportation Operations, Logistics Planning and Management Services, Warehousing and Distribution Center Operations, Facility and Mobile Equipment Maintenance, Transportation Systems/Infrastructure Planning, Management and Regulation , Health, Safety and Environmental Management , Sales and Service  333 333( 333  333 333 333 333% 333  333$$ 333(( 333&,, 33300 333#44 33388 333<< 333 333 333 333  333 333 333 333  333  333$$ 333(( 333%,, 33300 333*44 33388 333<< 333 333 333 333  333 333 333 333 333  333$$ 333 (( 333,, 333 00 333.44 333"88 333<< 333 333 333 333  333 333  333 333 333  333$$ 333.(( 3330,, 333*00 333.44 33388 D#0Appendix D Experts Interviewed for this Briefing10.Connect Ed Roman Stearns, Policy Director Dave Yanofsky High Schools that Work Gene Bottoms, Director, High Schools That Work Jobs for the Future Richard Kazis, Vice President, National Academy Foundation J.D. Hoye, President Andrew Rothstein, Curriculum University of California, LA Jeannie Oakes ./ 4  / $$((,,004488<<>/ c4VAppendix E Glossary$Career pathway or career major are coherent sequences of courses or fields of study that prepare a student for a first job. Tech prep refers to programs that offer at least 4 years of sequential course work at the secondary and postsecondary levels to prepare students for technical careers. Cooperative education is a structured method of instruction whereby students alternate or coordinate their high school or postsecondary studies with a job in a field related to their academic or occupational objectives. Job shadowing is a career exploration activity for middle school and early high school School based enterprises produce goods and services for sale to or use by people other than the students involved. Internships are situations where students work for a specified period of time for an employer to learn about a particular industry or occupation Registered apprenticeships are relationships between an employer and employee during which the paid worker, or apprentice, learns an occupation in a structured program jointly sponsored by employers and labor unions. Youth apprenticeships are typically multiyear combinations of school- and work-based learning in a specific occupational cluster designed to lead directly into either a related postsecondary program or a registered apprenticeship. Unlike registered apprenticeships, youth apprenticeships may or may not include financial compensation. Work Keys is a job skills assessment system measuring skills that employers believe are critical to job success developed by ACT. These skills are valuable for any occupation, skilled or professional and at any level of education. WorkKeys assessments measure abilities in three key areas: communications, problem solving, and interpersonal skills. Michigan has embedded ACT and Work Keys into the state exams. %0Z2:$ PM  $$D((,,\0044$88<< I &3 I $$<((,,0044O88<<S> [X  D$$(( ,,00pS3Appendix F Key OrganizationsF National Research Ctr for CTE www.nccte.org/ Association for Career and Technical Education www.acteonline.org National Association of State Directors of Career Technical Education www.careertech.org Association for Career and Technical Education (ACTE) www.acteonline.org 1410 King Street, Alexandria, VA 22314( 703-683-3111 National Occupational Competency Testing Institute (NOCTI) NOCTI is a not-for-profit organization with a primary mission to serve all levels of the career technical education field and to assist in developing a world-class workforce. The organization is governed by a consortium of all 50 states and U.S. territories and has over four decades of experience in designing, developing, and delivering occupational competency assessments. www.nocti.org. Eight student organizations Business Professionals of America (www.bpa.org) DECA (www.deca.org) Future Business Leaders of America-Phi Beta Lambda (www.fbla-pbl.org) National FFA Organization (www.ffa.org) Family, Career and Community Leaders of America (www.fcclainc.org) Health Occupations Students of America (www.hosa.org) SkillsUSA-VICA (www.skillsusa.org) Technology Student Association (www.tsaweb.org)t P P~ -     }  rI4\<Appendix G Key ExpertsACTE Jan Bray ConnectEd Gary Hoachlander Jobs for the Future Maria Flynn, Adult Division, used to be Asst Secretary at DOL Richard Kazis MDRC James Kemple National Academy Foundation JD Hoye National Association of State Directors of Career Technical Education Consortium Kim Green National Research Center for Career and Technical Education Dr. James R. Stone III, Center Director, 331 Education Building, Louisville, KY 40292Phone: (502) 852-0639, James.Stone@louisville.edu Office of Vocational and Adult Education, US Dept of Education Troy Justesen, Assistant Secretary for the Office of Vocational and Adult Education University of CA, Berkeley David Stern Norton Grubb    M     Q  <  @ U        M   $$Q(( ,,00<44 88<<) @  U$$(( ,,00 44  Z D|X8JAppendix H Key Organizations and Experts: Organizing Business CommunityKJ= =Intermediary Network www.intermediarynetwork.org Laura Shubilla, Philadelphia Youth Network Neil Sullivan, Boston Private Industry Council David Rattray, Los Angeles Chamber of Commerce National Academy Foundation J.D. Hoye National Fund for Workforce Solutions (NFWS), sponsored by the Council on Foundations run by Jobs for the Future Stephanie Powers (became director of National Office of School to Work after J.D. Hoye) US Chamber of Commerce VisionLink Doug Zimmerman, Founder (for-profit provider; Zimmerman has played many roles and can provide perspective) 62 qY$k Z/ $$((V,,00X4488<< k t RD m) Discussion"  =Discussions in the CTE Arena Next Steps Further Investigation$>=`?!Discussions in the CTE Arena (1) "!The field of CTE is filled with lots of thought papers and little research. Below are a sample of the debates within the field and a few points on each. Do or should foundations have opinions on these issues? CTE innovators often want to differentiate themselves from other high school models. Consider the implications for breadth/narrowness of differentiation of high schools within a portfolio of schools. What value is gained from differentiating career academies or other career themed schools from other thematic schools? What is lost? If schools have similar policy issues, a broader definition will build stronger associations to represent their interests. Recommendation: Consider career academies and other types of schools that have a career theme as thematic high schools. In addition, consider STEM as thematic high school highly related to career themes. CTE increases graduation rates because it is more relevant than a college-going focus. I did not find any studies that supports that career themes are more relevant to students than going to college. We do not know why CTE increases graduation rates. A deeper understanding of relevance is needed  what makes something relevant to students, how do students vary in their interests and how they see things as relevant, the role of the teacher in creating relevancy, the role of choice in increasing relevancy. Need to inform the conversation on relevance with customer input. M. Roderick s research shows that students do aspire to go to college. One study disputed the belief that career development increases relevance. The study found that minimal linkage was found between the career development intervention and self-efficacy and motivation. However, they also found that the dosage was also minimal. Class analysis such as Ruby Payne (www.ahaprocess.com) would suggest that low-income students may operate with shorter-term horizons than upper-income students. Thus, work may be more relevant than college for some students. However, this increases the imperative that CTE prepare students for college so that they are not tracked away from their potential. v%0 _2`%0 _V$0 _s$ _$ _$0 _2X_0_I0_n0__$0 _2 V S D.{ $$((",,00X44 88C<9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@9/sx?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>     >      :(    0\  L T Click to edit Master title style! !  s * \  L RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Example Southern Regional Education Board s High Schools that Work. Innovators want to integrate college prep and career development. Often focus on value of project-based learning and work-based learning. Example ConnectEd. 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TOverview of CTE: What is the Impact of CTE on Employment and Earnings of Students?(Overview of CTE: How is CTE Delivered?!Overview of CTE: History of CTE Overview of CTE: Trends in CTE1Overview of CTE: Understanding State CTE Policy ChallengesChallenge: Policy Challenges+Challenge: Ensuring Access to CTE Courses OChallenge (and Opportunity): Alignment of High School Graduation Requirements`Challenge (and Opportunity): The Role of the Business Community See Appendix H for resources. (Strategic Opportunities and Investments1Examples of Investments: Research and Evaluation7Examples of Investments: Demonstration and Replication"Examples of Investments: District&Examples of Investments: State Policy Appendices;Appendix A Sample of Resources Reviewed for this Briefing+Appendix B Understanding Perkins IV (2006)2Appendix C Career Clusters or Career Pathways (1)3Appendix C Career Clusters or Career Pathways (2)2Appendix C Career Clusters or Career Pathways (3)1Appendix D Experts Interviewed for this BriefingAppendix E GlossaryAppendix F Key OrganizationsAppendix G Key ExpertsKAppendix H Key Organizations and Experts: Organizing Business Community Discussion"Discussions in the CTE Arena (1) !Discussions in the CTE Arena (2)!Discussions in the CTE Arena (3)  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles*%_[ @$chris sturgischris sturgis