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Redesigning School Counseling
GLOBAL ECONOMICS
Document 2.4
AmericanStudent
AchievementInstitute
ASAI
How does education level
relate to job availability?
QUESTION #1
% of Jobs Requiring Various Levels of Educational Attainment
Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007
What level of education do today’s U.S.
workers have?
QUESTION #2
Educational Attainment in the United States
Source: U.S. Census Bureau, Educational Attainment in the United States, 2006
INDIANA COMPLETERS
Source: Indiana Commission for Higher Education
80,000 start first grade . . .
61,000 finish high school . . .
32,000 start college . . .
19,000 earn a 2- or 4- year college degree
MISMATCH
MESSAGE
Diploma PLUS Military
Post HS VocationalApprenticeship
College
Does education level impact
income?
QUESTION #3
Relationship between Education Attainment and Median Income
Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007
Income Difference Over 42 Years(average number of working years)
High School ------
High School + $ 496,566
Voc / Assoc $ 967,428
Bachelor Degree $ 1,592,388
Graduate Degree $ 1,951,950
MESSAGE
Education = More money
Does education level impact
unemployment?
QUESTION #4
Relationship between Education Attainment and Unemployment
4.33.9
3.0
2.3
1.7
0
1
1
2
2
3
3
4
4
5
5
HS HS+ Voc Bach Grad
Source: U.S. Bureau of Labor Statistics 2006
MESSAGE
Education = Less chance of unemployment
How do students best prepare for jobs that require vocational training or an associate degree ?
QUESTION #5
INDIANA EMPLOYERS SAY
Source: Great Expectations: A Report on Employer Expectations in Indiana, 1999 (Indiana Education Information Center, Hudson Institute)
“Even those students seeking a technical or vocational
degree will need skills formerly expected only
for a 4-year collegedegree program.”
MESSAGE
CORE 40 is for ALL students
What is Core 40 ?
English (4x) Biology
Algebra I Chem. or Physics
Geometry Addn. Science
Algebra II P.E.
World Hist. or Geog. Health
U.S. History Directed ElectivesWorld Lang, Fine Arts, or Career/TechnicalGovernment
Economics Electives
What skills are today’s
employers seeking?
QUESTION #6
Employers Want Better Academic Skills
National Association of Manufacturer’s 2005 Survey:
84% said students were not prepared for the workplace
AMERICAN DIPLOMA PROJECTFormed by Business Leaders and State Governors
Purpose: Align State Standards with College and Work Success
AREAS CRITICAL FOR SUCCESS
ACADEMIC SKILLS SOFT SKILLS HABITS OF MIND
Informational reading Teamwork Analysis
Persuasive writing Work Ethic Interpretation
Oral presentation Responsibility Attendance
Punctuality
Time management
Precision & accuracy
Data analysis & stats Problem solving
Math application Reasoning
Source: Education Week, What Does Ready Mean? , June 2007
TODAY’S EMPLOYERS SEEK
Source: 2005; David Shane, Senior Advisor to Indiana Governor Mitch Daniels on Education and Employment Issues
STEMScience
TechnologyEngineering
Math
MESSAGE
EMPLOYERS Want to hire
responsible students with high academic skills and
sound habits of mind.
With whomwill students compete for
low-skilljobs ?
QUESTION #7
AVAILABILITY OF LOW-SKILL WORKERS
90% of the workforce will be in countries where the average wage
is below $1.00 per hour.Population Reference at Columbia University, New York, NY
Average Manufacturing WageUSA $ 17.20 / hrMexico $ 2.10 / hrChina $ 0.64 / hrIndia $ 0.25 / hr
Sung Won Sohn, Executive Vice President and Chief Economist, Wells Fargo, 2003Canamex, 2005
X
IF YOU WERE THE C.E.O.,
where would you send your low-skills jobs?
With whomwill students compete for
high-skilljobs ?
QUESTION #8
Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education
AVAILABILITY OF HIGH-SKILL WORKERS
UNITED STATES
WHAT IS NEEDED FOR COLLEGE
English
Algebra / Geometry
Biology / Chemistry
Social Studies
Foreign Language
OTHER COUNTRIES
WHAT IS NEEDED FOR THE WORKFORCE
Technical Reading
Computers
Statistics, Probability,Logic, Measurement, &Systems
Physics
CURRICULUM CONTENT
Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education
AVAILABILITY OF HIGH-SKILL WORKERS
UNITED STATES
MEMORIZE
FACTS FOR
WORKSHEETS
AND
QUIZZES
OTHER COUNTRIES
RESEARCH & ANALYZE
APPLY KNOWLEDGE BETWEEN DISCIPLINES
APPLY NEW KNOWLEDGE TO REAL-WORLD PROBLEM
SOLVING
CLASSROOM TASKS
X
IF YOU WERE THE C.E.O.,
where would you send your high-skills jobs?
MESSAGE
STUDENTS Must be prepared to compete in a global
economy
What does this mean
for our school ?
QUESTION #9
Inquiry Question # 1
Should we prepare students to com-pete for jobs with students from . . .
Our rival school? Our county? Around the state? Across the country? Around the world?
Inquiry Question # 2
What percentage of our students will we prepare for . . .
Low-skill jobs
High-skill jobs
Inquiry Question # 3
How do we purposefully give messages to students about:
• Diploma Plus• Education = More Money• Education = Less Unemployment• Who employers want to hire• Global economics
Inquiry Question # 4
Students turn first to their parents for guidance. How do we purposefully give messages to parents about:
• Diploma Plus• Education = More Money• Education = Less Unemployment• Who employers want to hire• Global economics
Inquiry Question # 5
At the end of each grade level (K-12) what percentage of our
students is prepared to complete
Core 40?Is this ok?
High Schools
Do students who earn credit in our Core 40 courses master the Indiana Academic Standards?
How do we know?
Can we prove it with data?
Inquiry Question # 6
Middle Schools
Do we have a “Core 40 Prep curriculum”
in place?
What percentage of students master this curriculum?
Inquiry Question # 7
Elementary Schools
Are we preparing students to master a
“Core 40 Prep curriculum” when they reachmiddle school?
Inquiry Question # 8
THE BOTTOM LINE:
If we truly care about our community’s young people and we understand global economics, how can we not but roll up our sleeves and work our tails off to improve our school and help students succeed?
Inquiry Question # 9
Redesigning School Counseling
GLOBAL ECONOMICS
Document 2.4
AmericanStudent
AchievementInstitute
ASAI
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