Preparing a 21 st Century Workforce. The Role of CTE. James R. Stone III Director National Research Center for CTE email@example.com. Today’s Agenda. A context for the discussion Workforce realities Education reform realities Two CTE based strategies.
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The Role of CTE
James R. Stone III Director
National Research Center for CTE
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.
“…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…” (American Diploma Project)
This would (and some argue has) lower the price of an educated worker (Cappelli, 2008) Or, downward occupational mobility
US=222,000; India=215,000; China=352,000*
S&E wages have actually declined in real terms and unemployment rates have increased**
* Duke University Study, 2006; **Rand, 2006;
Middle Skill Occupations
Air Traffic Controller
Storage and distribution manager
Non-retail sales manager
Forest fire fighting/prevention supervisor
Municipal fire fighting/prevention supervisor
Real estate broker
Elevator installers and repairer
Immigration and Customs inspector
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)
Source: One-Third of a Nation (ETS, 2005)
9th grade 10th grade 11th grade 12th grade 5th year
Bridgeland, et al - Gates Foundation Report, 2005
CTE and School Engagement
12.9 Academic Credits
19 Academic Credits
Note: Long-Term Trends NAEP
Source: NAEP 2004 Trends in Academic Progress.
1.5 Science Credits
3.2 Science Credits
2.1 Science Credits
3.6 math credits
2.4 Math Credits
1.7 Math Credits
Note: Long-Term Trends NAEP
Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress.
Math-in-CTE: An “evidenced based approach” to improving academic performance of CTE students
Sample 2004-05: 69 Experimental CTE/Math teams and 80 Control CTE Teachers
Total sample: 3,000 students*
Pre Test Fall
Difference in Math Achievement
Post Test Spring
Terra Nova Accuplacer WorkKeys Skills Tests
the average percentile standing of the average treated (or experimental) participant relative to the average untreated (or control) participant
Carnegie Learning Corporation Cognitive Tutor Algebra I d=.22
Affect Technical Skill Development?
Old Model PD
New Model PD
(other approaches – NY BOCES)
Include . . .