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The Role of CTE in High School Reform
The Role of CTE in High School Reform
James R. Stone III
Director
The work reported herein was supported under the National Dissemination for Career and Technical Education, PR/Award (No. VO51A990004) and /or under the National Research Center for Career and Technical Education, PR/Award (No. VO51A990006) as administered by the Office of Vocational and Adult Education, U. S. Department of Education.
However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U. S. Department of Education, and you should not assume endorsement by the Federal Government.
The work reported herein was supported under the National Dissemination for Career and Technical Education, PR/Award (No. VO51A990004) and /or under the National Research Center for Career and Technical Education, PR/Award (No. VO51A990006) as administered by the Office of Vocational and Adult Education, U. S. Department of Education.
However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U. S. Department of Education, and you should not assume endorsement by the Federal Government.
Disclaimer:
What does it take to obtain good jobs (Myth or Reality)?What does it take to obtain
good jobs (Myth or Reality)?
Research by American Diploma Project indicates that regardless if students go on to college or into the workforce after graduation, they still need the same knowledge and skills, particularly in English and mathematics. At a minimum, high school course requirements need to cover four years of rigorous English and four years of math, including Algebra I, Geometry, Algebra II, and data analysis and statistics.
The 4x4 approach
Labor Market: The RhetoricLabor Market: The Rhetoric
India and China are producing more engineersWe are not graduating enough engineersAcademic skills required for college are the same as required for workplace
More Rhetoric…More Rhetoric…
If trends in U.S. research and education continue, our nation will squander its economic leadership, and the result will be a lower standard of living for the American people…. By 2015 [the country needs to] double the number of bachelor’s degrees awarded annually to U.S. students in science, math, and engineering. (National Summit on Competitiveness 2005)
The United States faces an unprecedented challenge to its long-term global economic leadership. And a fall from leadership would threaten the security of the nation and the prosperity of its citizens.… High school students in the U.S. perform well below those in other industrialized nations in the fields of mathematics and science … [and thus we need to make] STEM education a national priority. (Council on Competitiveness 2004).
The Argument: Whether graduates are going to college or work, they need the same skills
The Argument: Whether graduates are going to college or work, they need the same skills
HS Reform advocates argue that data show a high degree of convergence between the knowledge and skills students need to succeed on the job and in college.
The SolutionThe Solution
Rigor = MORE
To be college and work ready, students need to complete a rigorous sequence of courses
To be college and work ready, students need to complete a rigorous sequence of courses
In math:• Four courses• Content equivalent to
Algebra I and II, Geometry, and a fourth course such as Statistics or Precalculus
• In English:– Four courses– Content equivalent to
four years of grade-level English or higher (i.e., honors or AP English)
To cover the content American Diploma Project research shows students need to be college and work ready, high school graduates need to take:
Achievement Flat or Declining in Reading, 17 year olds, NAEPAchievement Flat or Declining in Reading, 17 year olds, NAEP
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996 1999 2004
Sca
le S
core
Source: NAEP 2004 Trends in Academic Progress.
Note: Long-Term Trends NAEP
12.9 Academic
Credits
19 Academic
Credits
NAEP Science Scores 17 Year OldsNAEP Science Scores 17 Year Olds
305 296 290 283 288 290 294 294 296 295
150
175
200
225
250
275
300
325
350
Year
Scale
Sco
re
1.5 Science Credits
2.1 Science Credits
3.2 Science Credits
HS Achievement In MathHS Achievement In Math
280
285
290
295
300
305
310
315
1986 1990 1992 1994 1996 1999 2004
Sca
le S
core
Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress.
Note: Long-Term Trends NAEP
1.7 Math
Credits
3.6 math
credits2.4
Math Credits
% of 9th Graders who complete High School% of 9th Graders who complete High School
68%
Source: One-Third of a Nation (ETS, 2005)
When do they leave?When do they leave?
Month at which dropout occurred
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
2 5 8 11 14 17 20 23 26 29 32 35 38 41 44 47 50 53 56 59
Month of Dropout
9th grade 10th grade 11th grade 12th grade 5th year
Plank, 2005
Transition to college: The ChallengeTransition to college: The Challenge
Source: Education Weekly March 2005
100 Start
9th Grade
68 Graduate HS in 4 Years
40 Start College
27 Start Sophomore
Year
18 Graduate
a 4-College
in 5 Years
31% Leave with 0
Credits
31%
RemediationRemediation
11% 14%
22%
28%
0%5%
10%15%20%25%30%
Reading Writing Math Reading,Writing or
Math
Nearly 30% of HS Graduates Require Some Remediation
Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000
Patrick M. Callan, Joni E. Finney, Michael W. Kirst, Michael D. Usdan and Andrea Venezia, The Governance Divide: A Report on a Four-State Study on Improving College Readiness and Success (San Jose: The National Center for Public Policy and Higher Education, 2005).
Remediation: Another takeRemediation: Another take
• Once many of these same students get into college, 40% of four-year students and 63% of two-year students require remediation. (a report from Education Commission of the States)
College readiness* (2005 ACT tested students)College readiness* (2005 ACT tested students)
0%
10%
20%
30%
40%
50%
60%
% of HS Graduates Who are College Ready-Reading
College ReadyTotal
College ReadyAA/ Low Income
College ReadyHA/ LowIncome
College Degree: At What Cost?College Degree: At What Cost?
According to the Public Interest Research Group's Higher Education Project,
39 percent of new graduates with loans carry an "unmanageable debt,"
The Emergent WorkplaceThe Emergent Workplace
Recall the assumptions: the emergent workforce requires:Recall the assumptions: the emergent workforce requires:
More emphasis on mathematics, science, engineering and technology
More emphasis on “college for all”
All students need the same 4x4 curriculum
What the data show…What the data show…
94% of workers reported using math on the job, but, only1
• 22% reported math “higher” than basic• 19% reported using “Algebra 1”• 9% reported using “Algebra 2”
Among upper level white collar workers1
• 30% reported using math up to Algebra 1• 14% reported using math up to Algebra 2
Less than 5% of workers make extensive use of Algebra 2, Trigonometry, Calculus, or Geometry on the job2
1. M. J. Handel survey of 2300 employees cited in “What Kind of Math Matters” Education Week, June 12 2007
2. Carnevale & Desrochers cited in “What Kind of Math Matters” Education Week, June 12 2007
College for all?College for all?
0
5
10
15
20
25
30 % of 1996-7Graduateswith BA orgraddegrees(1)% of Jobsestimated torequire 4-yeardegree orhigher(2)
(1) Current Population Survey (2000)
(2) Bureau of Labor Statistics (2002)
The Fallacy of Composition: What is true for the individual will also
be true for the large group or society as a whole.
The Fallacy of Composition: What is true for the individual will also
be true for the large group or society as a whole.
(Cappelli, 2008)
The Effect?The Effect?
This would (and some argue has) lower the price of an educated worker (Cappelli, 2008)
Downward occupational mobility
Recall the assumptions…Recall the assumptions…
India & China are producing more engineers than U.S.• US produces 222,000 engineers• India produces 215,000 engineers• China produces 352,000 engineers*
We are not graduating enough engineers• S&E wages have actually declined in real terms
and unemployment rates have increased**
* Duke University Study, 2006; **Rand, 2006;
What the data show…What the data show…
Analysis of the flow of students up through the S&E pipeline, when it reaches the labor market, suggests the education system produces qualified graduates far in excess of demand: S&E occupations make up only about one-twentieth of all workers, and each year there are more than three times as many S&E four-year college graduates as S&E job openings Urban
Institute, 2007. 435,000 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
The Real Labor OpportunityThe Real Labor Opportunity
Middle Skill Occupations
Fastest Growing Jobs - 2016Fastest Growing Jobs - 2016
Real employment opportunities: 45% growth in Middle Skill Occupations (164 Million Workers by 2016)
Real employment opportunities: 45% growth in Middle Skill Occupations (164 Million Workers by 2016)
Changes in workforce demandsChanges in workforce demands
Labor Market Skill Distribution - 2016Labor Market Skill Distribution - 2016
Montana and Middle Skill OccupationsMontana and Middle Skill Occupations
Middle Skill Occupations (B.A./B.S. NOT Required)Middle Skill Occupations (B.A./B.S. NOT Required)
OccupationAir Traffic ControllerStorage and distribution managerTransportation managerNon-retail sales managerForest fire fighting/prevention supervisorMunicipal fire fighting/prevention supervisorReal estate brokerElevator installers and repairerDental hygienist Immigration and Customs inspectorCommercial pilot
Salary102,30066,60066,60059,30058,920
58,902
58,72058,71058,35053,99053,870
Farr, M. & Shatkin, L. (2006) The 300 Best Jobs That Don't Require a Four-Year Degree. (US Department of Labor, Bureau of Labor Statistics)
What Employers Really NeedWhat Employers Really Need
What are Employers not Getting?What are Employers not Getting?
HS Reform & Labor Market Realities
HS Reform & Labor Market Realities
…to right these workplace problems, policy makers are looking in the wrong direction…paying attention to skills workers really need to succeed, not on an assumed set of skills that may not be so critical after all . . .Robert Lerman (2008)
What are the real school problems?What are the real school problems?
A high and rising drop out rate
Students who graduate are lacking in basic math and science skills
Most students think they are going to college but do not prepare for it or any other possible future
The real challenges of education reform are:The real challenges of education reform are:
Engagement – attending school and completing (graduating) high school
Achievement – academic (and technical) course taking; grades, test scores
Transition – to postsecondary education without the need for remediation; and to the workplace
FINDING SOLUTIONS TO THE REAL PROBLEMS OF
WORKFORCE DEVELOPMENT AND EDUCATION REFORM
FINDING SOLUTIONS TO THE REAL PROBLEMS OF
WORKFORCE DEVELOPMENT AND EDUCATION REFORM
WHAT DO WE KNOW ABOUT CTE?
81% of dropouts said “real world learning” may have influenced them to stay in
school
81% of dropouts said “real world learning” may have influenced them to stay in
school
Bridgeland, et al - Gates Foundation Report, 2005
0
0.1
0.2
0.3
0.4
0.5
0.6
0 0.2 0.4 0.6 0.8 1 1.2
CTE/Academic course-taking ratio
Pro
bab
ility
of
dro
po
ut
Tests & GPA 1 s.d. below grand means Tests & GPA at grand means Tests & GPA 1 s.d. above grand means
CTE and School Engagement
CTE Structures and Pedagogies and Dropping OutCTE Structures and Pedagogies and Dropping Out
Students in or Career Majors are 16% more likely to graduate from high school.
Students in Tech Prep are 30% more likely to complete high school.
Students who participated in specific STW activities are 18% more likely to complete high school.
Stone & Aliaga, 2005
CTE & AchievementCTE & Achievement
CTE concentrators take more and higher level math than general track counterparts (Stone & Aliaga, 2002)CTE concentrators increased 12th grade NAEP by 8 scale points (vs 4 for non-CTE students) in reading; 11 points (vs. no change for non-CTE students) in math (NAVE, 2004)Students in schools with highly integrated, rigorous academic & CTE programs have significantly higher student achievement in reading, math & science than students in other schools (SREB, 2004)
CTE & Transition to WorkCTE & Transition to Work
CTE graduates are 10-15% more likely to be in the labor force and earn 8-9% more than academic graduates (Sage Foundation Report, 2001)
7 years following graduation, CTE students had earnings that increased by 2% for every CTE course they took (NAVE,2004)
HS CTE concentrators are 2.5 times more likely to be working while pursuing postsecondary education than are college prep students (SREB, 2006)
CTE: What do we know?CTE: What do we know?
CTE keeps kids in school
CTE helps kids focus their PS education plans
CTE is an economic benefit to participants and to states
CTE-based structures can affect achievement and transition of youth to college and work, but . . .
PROGRAMS OF STUDYPROGRAMS OF STUDY
One Solution to the Real Problems of Education
A cluster or pathway approach to solving the “problem” of high school
A cluster or pathway approach to solving the “problem” of high schoolStrategy to organize instruction and student experiences around career themes (Focus on an industry cluster of related occupations)
Incorporates existing school reform strategies (career academies, career pathways, small learning communities, Tech Prep)
Connects to business and higher education
Perkins – “Programs of Study”Perkins – “Programs of Study”
• State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for and completing future coursework, for career and technical content areas.
• Incorporate secondary education and postsecondary education elements;
Programs of Study Element 2Programs of Study Element 2
Include . . . coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education
. . . to adequately prepare students to succeed in postsecondary education;
Programs of Study – Element 3Programs of Study – Element 3
May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits;
What systems issues will you need to address?
Dual Enrollment Options
• Student attends CC• CC Instructor comes to HS• HS teacher teaches CC course
Programs of Study – Element 5Programs of Study – Element 5
Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
Programs of Study Require a Career Development Framework:Programs of Study Require a Career Development Framework:
Elementary• Students begin CD by heightening their
awareness of career opportunitiesMiddle School• Focus: Exposure to and exploration of
careersHigh School• Students investigate and prepare for their
future careers through experience based work opportunities (IL State Board of Education, 2000)
A Career Development ApproachA Career Development Approach
Fantasy…Growth …Exploration………Establishment
Elementary Middle High WBL/College School School School
How Personal Pathways WorkHow Personal Pathways Work
K-5: Career AwarenessIntroduction to the world of careers
6-8: Career ExplorationDiscovering interest areas
Grade 8: TransitionChoosing a career cluster and major (can change easily at any time later)
9-12: Career PreparationAcademics and technical courses, intensive guidance, individual graduation plans
Postsecondary: Career PreparationAchieving credentials: college, certification, apprenticeship, military
Employment: Career AdvancementContinuing Education and Lifelong Learning
Steps to Success
Career Clusters – Program of StudiesCareer Clusters – Program of Studies
New Mexico’s Career ClustersNew Mexico’s Career Clusters
Career Clusters
Skills and
Abilities
Key Jobs
Middle Skill Occupations: Energy and Power
Middle Skill Occupations: Energy and Power
Energy Competency
Model
• Lineworker, • Plant Operator• Technician• Pipefitter / Pipelayer
Construction
Maintenance Operations
Engineering and Technology
Science and Math
Career ClustersA grouping of occupations and broad industries based on commonalities. The sixteen career clusters provide an
organizing tool for schools, small learning communities, academies and magnet schools.
Science, Technology, Engineering and
MathematicsPlanning, managing, and
providing technical services
Architecture and Construction
Designing, planning, managing, building and maintaining the
built environmentClus
ters
Path
ways
Manufacturing Production Process Development:
Quality Assurance
ManufacturingPlanning, managing, and performing the processing
of materials into the intermediate or final
products
Energy Career Cluster Map
Design and Pre-construction
Maintenance, Installation & Repair
Logistics & Inventory Control Pathway
• Summer Camp• Lego League• Career Choices• Science Fairs• Career Day
Focus Career Exploration
The Education ContinuumThe Education Continuum
Middle School
High School
Technical and Community
College
Military and Second Career
The Education ContinuumThe Education Continuum
Middle School
High School
Technical and Community
College
Military and Second Career
• Career and Tech Ed. Majors• Career Academies• Summer Academies• Boy Scout merit badges• Robotics Competitions• Science Fairs• SkillsUSA
Focus Work Readiness and
Skill Building
The Education ContinuumThe Education Continuum
Middle School
High School
Technical and Community
College
Military and Second Career
•Boot Camps •Regional Skill Centers•Associate Degrees•Common Curriculum•Partnerships for hands on training
Focus Specific Career Skills
The Education ContinuumThe Education Continuum
Middle School
High School
Technical and Community
College
Military and Second Career
•Job Corp•Helmets to Hard Hats
•Career Transition Office training support
Focus Transition Skills
CURRICULUM INTEGRATIONCURRICULUM INTEGRATION
A Second Solution to the Real Problems of Education
Why Focus on technical & academic integration?Why Focus on technical & academic integration?
CTE provides a math-rich context CTE curriculum/pedagogies do not systematically emphasize academic skill development
Curriculum Integration ApproachesCurriculum Integration Approaches
Incorporating more academics into CTE
Incorporating more CTE into academics
Vertical alignment (articulation)
Senior projects
Career Academies
Career Clusters
One ApproachMath-in-CTE
One ApproachMath-in-CTE
A study to test the possibility that enhancing the embedded mathematics in Technical Education coursework will build skills in this critical academic area without reducing technical skill development.
1. What we did
2. What we found
3. What we learned
Key Questions of the StudyKey Questions of the Study
Does enhancing the CTE curriculum with math increase math skills of CTE students?
Can we infuse enough math into CTE curricula to meaningfully enhance the academic skills of CTE participants (Perkins III Core Indicator)
Without reducing technical skill development
What works?
Study Design: ParticipantsStudy Design: Participants
Participants
Experimental CTE teacher
Math teacher
Control CTE teacher
Primary Role
Implement the math enhancements
Provide support for the CTE teacher
Teach their regular curriculum
What we tested: Professional DevelopmentWhat we tested: Professional Development
CTE-Math Teacher Teams; occupational focus Curriculum mappingScope and SequenceOn going collaboration CTE and math teachers
What we tested: The PedagogyWhat we tested: The Pedagogy
1. Introduce the CTE lesson
2. Assess students’ math awareness
3. Work through the embedded example
4. Work through related, contextual examples
5. Work through traditional math examples
6. Students demonstrate understanding
7. Formal assessment
What we foundWhat we found
Students in the experimental classes scored significantly higher on Terra Nova and Accuplacer
The effect: 71st percentile & 67th percentile
No negative effect on technical skills
11% of class time devoted to enhanced math lessons
Five core principles emerged
Power of the New Professional Development Model Power of the New Professional Development Model
0
0.2
0.4
0.6
0.8
Math teacherPartners
ExperimentalCTE Teachers
Control CTETeachers
Math in CTE Use 1 Year Later
Old Model PD
New Model
PD
Total Surprise!
Challenge to youChallenge to you
Clarify the problem• High skill?
AND/OR• Middle skill?
Build an appropriate response• Career clusters to organize pathways to a productive
future• Program of studies to help parents and their children
plan for that productive future• Teach the critical core curriculum in a context that adds
meaning and value to student learning
