PowerPoint Presentation

Making the Case for CTE: What the Research ShowsJames R. Stone IIIUniversity of LouisvilleNational Research Center for CTE

1My Grandkids will be competing against

In a very, very flat world2Context for the ConversationThree perspectives on labor market trendsImpact of 30 years of education reformEvidence of CTEs impact on student engagement, achievement and transition to careers and college

The Problem4The Labor MarketSTEM: Lets clarify . . . S&E occupations make up only about one-twentieth (5%) of all workers (5.3% in 2018), Urban Institute, 2007435,000 U.S. citizens and permanent residents a year graduated with bachelor's, master's, and doctoral degrees in science and engineering. Over the same period, there were about 150,000 jobs added annually to the science and engineering workforce. . http://www.businessweek.com/print/smallbiz/content/oct2007/sb20071025_827398.htm

5Is there a shortage of scientists?Murray said that none of the companies she has talked with has suggested that there is a shortage of qualified chemists or life scientists. She said that employers greatest concern is not numbers, it is training. She cited the example of managers who told her they could interview hundreds of candidates for an organic chemistry position but wish they knew how to identify those candidates who can behave collaboratively and have the other broad competencies discussed at the workshop. She argued that the degree to which scientists have these other capabilities really seems to be the problem.National Research Council. (2008). Research on Future Skill Demands: A Workshop Summary. Margaret Hilton, Rapporteur. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.6Biomedical Engineers

15,700131,000,000,000

Another Perspective

Sub-Baccalaureate Credentials Pay Off43% Of PS Credential Programs earn more than Associate Degrees27% Of PS Credential Programs earn more than Bachelors Degrees31% Of all credentials & associate degrees earn more than bachelors degree11Why Technical Education MattersCredential GrowthLabor Market DemandLabor Market Demand B47% of college grads in jobs That require less than BA/BS; 37% in Jobs that require HS Only Vedder, R., Denhart, C., Robe, J. (2010). Why are recent college graduates unemployedToo Many College Grads?turning out vastly more college graduates than there are jobs in the relatively high-paying managerial, technical and professional occupations to which most college graduates traditionally have gravitated.

Roughly one of three college graduates is in jobs the BLS says require less than a bachelor's degree.

. College graduates, on average, are smarter and more disciplined and dependable than high-school graduatesso much of the reported earnings differential has little to do with college learning.We have engaged in massive and costly credential inflation to certify competency for jobs. Richard Vedder, director of the Center for College Affordability and Productivity WSJ 6/21/2012Not Enough College Grads?By 2020, our research projects that the United States may have 1.5 million too few workers with college or graduate degrees and 6 million more without a high school diploma than employers will demand. McKinsey Global Institute, 2012College for all? Only 40% of 27-year olds have earned an A.A. degree or higher

Note: Represents data collected in surveys between 2006-2008; GED is approximation based on data from GED Testing Program.Source: Current Population Survey Annual Social and Economic Supplement.What about the 60%?

What about career development for the 40% college completers ?15A 3rd Disconcerting Perspective

Computers now exhibit human-like capabilities not just in games such as chess, but also in complex communication such as linguistic translation and speech (Think Siri)

A 3rd Perspective: The Race Against the Machine (The Machines are Winning?)The Google car(truck?)IBM WatsonDeep BlueThe Square Text readers/ Pattern recognition (goodbye legions of lawyers-only 60% accurate)Automated call centers (goodbye India)GeoFluent (goodbye translators)Vending machines for everything

Can People Win?Instructional methodsSofter skillsInstructional focus

The Human Advantage (for now)Khan AcademyCTSOs/WBLHyperspecialists, entreprenuershipPhysicality of workAdvanced pattern recognitionGeneral problem solvingCreativityWhere Have We Been: 30 Years of ReformA narrow curriculumHigh school has become the new middle schoolRigor= More

AcademicMathematicsScienceCommunications

Getting students ready for careers and college :Their futureRequired skills

OccupationalSCANS21st Century SkillsSoft SkillsEmployability Skills

Technical Job specific skills valued by employersCollege & Career Ready

20Context: Since the mid-1980s we have: Added the equivalent of one full year of core academics (math, science, language arts) to high school graduation requirements. (NAEP) Reading scores have not improved or significantly declined*(NAEP) Science scores have not improved or significantly declined*(NAEP) math scores have remained relatively unchanged

*Depends on the starting and ending timeframeTaking more math is no guaranteeOnly 26% of students who took Alg I, II & Geometry scored a 22 (ACT Benchmark) on the ACT exam scoring an average of 17.71Adding Trig increases to the average score to 19.91Not until calculus is added, does the average score exceed 22 5 years of high school math.43% of ACT-tested Class of 20051 who earned A or B grades in Algebra II did not meet ACT College Readiness Benchmarks in math2 1. ACT, Inc (2004) Crisis at the Core2. ACT, Inc. (2007) Rigor at Risk. 22College Ready Math:Liberal Arts Majors Math RequirementsRutgers

University of Minnesota

UC-BerkeleyOne course in college-level mathematics.

One course, (Mathematical Thinking)

Test out (basic understanding and competency in math, statistics, or computer science) or 2-unit course. 23One solution?

Be born to smarter parents!24It is not just the kids who struggle

25It is not getting much better*NCES, 2012US Trails 22 Nations in HS CompletionThe United States, once the world leader in high-school completion, now trails 22 other leading industrialized countries that have graduation rates higher than the American rate of 72 per cent, according to a report released last week by the Organization for Economic Cooperation and Development.Chronicle of Higher Education (December 4, 2008)Your child is less likely to graduate from high school than you were; the United States is now the only industrialized country where young people are less likely than their parents to earn a diploma

Houston Chronicle, Libby Quaid, 10/23/08A Systems ApproachCareer & College ReadinessTo Address College & Career Readiness: Make High School Matter

Increase EngagementCompleting HSCompleting PS/ Industry credential

Improve AchievementAcademicOccupationalTechnicalEnhance Transition Through School To continuing education To the workplace To a successful adulthood

28Finishing High School: A Necessary First Condition for College OR CareersPlank (2001) found CTE a significant factor in reducing the likelihood of dropping out of high school (NELS 88 data): a 1:2 ratioPlank, DeLuca, & Estacion (2005) found CTE a significant factor in reducing the likelihood of dropping out of high school (NLSY97): a 1:2 ratioCastellano, Stone, Stringfield & others (2007) found CTE course taking in 3 high poverty communities significantly increased the likelihood of high school graduation (NRC longitudinal data).

29CTE Keeps Kids in SchoolA Survival AnalysisCTE Participation helps students survive high schoolEach CTE credit taken (at 3 or more) reduces the hazard of dropping out compared to students taking less than 3 CTE credits

NS=Statistically not significantEngagement: We have a boy problem but many of the people who dont fit in are boys. A decade or so ago, people started writing books and articles on the boy crisis. At the time, the evidence was disputable and some experts pushed back. Since then, the evidence that boys are falling behind has mounted. The case is closed. The numbers for boys get worse and worse.

By 12th grade, male reading scores are below females11th grade boys write at an 8th grade girl levelBoys used to have an advantage in math and science, but that gap is nearly gone.Boys are more likely to have discipline problemsBoys account for all Ds and Fs Men are a minority in college (40%)2 million fewer men graduate from college over the past decade than womenGrad school gap is even higherDavid Brooks, NYT July 5, 2012CTE Keeps Boys in School!A Survival AnalysisCTE Participation helps boys survive high schoolThere is no CTE survival effect for girls; but it does no harm

NS=Statistically not significantNot Just Our Work:Economists PerspectiveThere is one approach that does tend to improve graduation rates and labor market earnings, especially for at-risk youth: high-quality career and technical education (CTE)

Holzer, H.J., Lane, J.I., Rosenblum, D.B. & Andersson, F. (2011). Where are all the good jobs going.33Engaging Students throughCareer DevelopmentK-5: Career AwarenessIntroduction to health careers6-8: Career ExplorationDiscovering interest in health careers - Begin Individualized Graduation PlanGrade 8: TransitionChoosing a health career focus (can change easily at any time later) 9-12: Career PreparationAcademics and technical courses, intensive guidance, individual graduation plansPostsecondary: Career PreparationAchieving credentials: college, certification, apprenticeship, militaryEmployment: Career AdvancementContinuing Education and Lifelong LearningA Developmental ACP that Drives Program Choice & Student Course Assignments34KG5Grade 8

Pedagogic Tools for World Class CTE Classroom instruction

Work based learning-WBL

CTSOs Project based learningContextualized learningLabs ShopsJob shadowingInternshipsSchool-based enterpriseCooperative educationApprenticeshipsLeadership developmentProfessional developmentService/social engagementCompetitive events

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Engaging Students through Relevant Classroom Instruction

Curriculum Integration Experimental Research (Instructional)Math-in-CTE: completeTechnical Assistance 7 yrsLiteracy-in-CTE: completeTechnical Assistance 2 yrsScience-in-CTE:Study recently concluded37What We Learned:Experimental Test of Math IntegrationStudents in the experimental classes scored significantly higher on Terra Nova and AccuplacerThe effect: 71st percentile & 67th percentileNo negative effect on technical skills11% of class time devoted to enhanced math lessons

38What We Learned:Experimental Test of Science IntegrationReadingTwo approaches testedBoth significantly improved reading scoresStudents of teachers with two years of PD significantly out performed all groupsScienceOverall, no effectSignificant effect for nonwhite males and females

39Link to the Common Core Standards40Core academic skills that students need to succeed in a changing, globally competitive world include not just mastering core content but also performance skills such as:Ability to think critically and solve complex problemsWork collaborativelyCommunicate effectivelyLearn how to learn (e.g., self-directed learning)Academic content knowledge and these performance skills are inextricably linkedimpossible to have one without the other (often referred to as deeper learning)Common Core State Standards reflect this link

40The Occupational Expression of AcademicsA career ready person is proficient in the core academic subjects, as well as in technical topics. This foundational knowledge base includes competence in a broad range of academic subjects grounded in rigorous internationally benchmarked state standards Career Readiness Council 2012CTE Course/UnitCTE ConceptsMath ConceptsCommon Core MathStandards Middle SchoolCommon CoreMath Standards High SchoolPatient assessmentInput/output; Vital signs; Height/weight; Conversions; Instrument readingReading measurement; Basicoperations;Ratio/Proportion; Solving equations;Scales6.NS.2; 6.NS.3; 7.NS.1; 6.RP.1; 6.RP.2; 6.RP.3; 7.RP.1; 7.RP.2;7.RP.3; 6.EE.2; 7.EE.3A.APR.1; A.APR.7; N.RN.3; N.Q.1; G.MG.3; A.CED.4Math-in-CTE Curriculum Map: Health Science

http://www.nrccte.org/professional-development/math-cte/curriculum-maps

Integration Framework: Learning about an Industry (AAI)Social StudiesELAMathScienceCTEThe IGP/ICPDistributed GuidancePedagogic Tools for World Class CTE Classroom instruction

Work based learning-WBL

CTSOs Project based learningContextualized learningLabs ShopsJob shadowingInternshipsSchool-based enterpriseCooperative educationApprenticeshipsLeadership developmentProfessional developmentService/social engagementCompetitive events

43Engaging Students through Work-Based LearningAdding value to the high school experience

WBL: Combining Work & LearningWorkbased LearningWBL Approach

Labs ShopsJob shadowingInternshipsSchool-based enterpriseCooperative educationApprenticeships

Service Learning

Potential Learning

All aspects of an industry-curriculum integrationRelevance of academicsSCANS/21st Century SkillsSkills leading to industry certificationsCareer development

DevelopmentalIncreasing intensityLinked to industry recognized credentials46Everywhere but in the U.S. . . . The % of youth in VET ranges from 5% (Ireland) to 80% (Czech Republic). More than 50% youth in VET: Austria, Belgium, Finland, Switzerland, Australia, Germany, Sweden, Denmark and others.Japan, United Kingdom, France, Korea and others exceed 20%The U.S. doesnt make the list!

Learning for jobs (OECD, 2010)47The Value of WBL Nations enrolling a large proportion of upper-secondary students in vocational programs that include heavy does of WBL have significantly higher: school attendance rates higher upper-secondary completion ratescollege attendance

Bishop & Mane, 200448CTE-WBL and AchievementNo WBL; 2.99 college GPA

No community service; 3.02 college GPA58% with NO HS WBL; college GPA above 3.0HS WBL; 3.08 college GPA

Community service; 3.11 college GPA 64% of with HS WBL; college GPA above 3.0

Swail, Watson S., and Kampits, Eva (2004). Work-Based Learning and Higher Education: A Research Perspective. Washington, DC: Educational Policy Institute, Inc.

49CTE & TransitionTo the workplace, to continuing educationTrue Measures of College & Career Readiness

50Meta Analysis CTE Participation & College Enrollment: Average Effects

Results from all studies show a positive effect of 1.67(p=.00)The studies with methodological and/or statistical controls show a positive effect of 1.66 (p=.02)

Meta Analysis CTE Participation & Employment

Results from all studies show a positive effect of 2.57(p=.00)The studies with methodological and/or statistical controls show a positive effect of 1.49 (p=.00)The good news: This is CTEs TimeCareer & Technical EducationCollege and Career ReadyHigh Quality CTE PFTPrograms of Study/ Career PathwaysEvidence-Based Policy for 21st Century CTERigorous Programs/Curriculum (Such as):Programs of Study (early NRCCTE evidence)Career academies some evidenceToyota model of AMT early evidenceHSTW strong correlational evidence Project Lead the Way strong internal evaluationsNCEE Board Examination Model-newLinked Learning (CA)-early evidenceEffective Pedagogy: Integrated learningDual/Concurrent EnrollmentEntrepreneurshipWork based learningSystems ApproachVertical & Horizontal IntegrationRobust Career DevelopmentLink to stackable industry credentialsProfessional DevelopmentKey pointsSecondary CTE keeps kids in school, especially boysHigh quality, secondary CTE enhances academic achievement; can support CCSS; improves transition to postsecondaryEffective CTE requires intensive and extensive career development beginning no later than middle schoolEffective CTE requires effective teachers; professional developmentEffective CCR preparation requires a systems approach:Vertical integration: high school & postsecondary & employerHorizontal integration: academic & CTE; CTE & academicInternal integration: authentic, contextualized learningHigh school is the last education opportunity paid for wholly by the public. Its purpose has to be to do the best it can to provide all who leave it the foundation necessary to enter, or further prepare for, adult life.Barton, 200656Shameless Promotion . . .

James.stone@nrccte.orgwww.nrccte.org

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