The Role of CTE in High School Reform

1. The Role of CTE in High School Reform James R. Stone III Director

3. 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:

4. 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

5. Labor Market: The Rhetoric • India and China are producing more engineers • We are not graduating enough engineers • Academic skills required for college are the same as required for workplace

6. 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).

7. 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.

8. The Solution = MORE Rigor

9. 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 To cover the content American Diploma Project research shows students need to be college and work ready, high school graduates need to take: • In English: • Four courses • Content equivalent to four years of grade-level English or higher (i.e., honors or AP English)

10. Achievement Flat or Declining in Reading, 17 year olds, NAEP 12.9 Academic Credits 19 Academic Credits Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress.

11. NAEP Science Scores17 Year Olds 3.2 Science Credits 1.5 Science Credits 2.1 Science Credits

12. HS Achievement In Math 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.

13. % of 9th Graders who complete High School 68% Source: One-Third of a Nation (ETS, 2005)

14. When do they leave? 9th grade 10th grade 11th grade 12th grade 5th year Plank, 2005

15. Transition to college: The Challenge 31% Leave with 0 Credits 68 Graduate HS in 4 Years 18 Graduate a 4-College in 5 Years 100 Start 9th Grade 40 Start College 27 Start Sophomore Year 31% Source: Education Weekly March 2005

16. Remediation 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). Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000

17. Remediation: 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)

18. College readiness* (2005 ACT tested students)

19. 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,"

20. The Emergent Workplace

21. 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

22. 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 • M. J. Handel survey of 2300 employees cited in “What Kind of Math Matters” Education Week, June 12 2007 • Carnevale & Desrochers cited in “What Kind of Math Matters” Education Week, June 12 2007

23. College for all? • Current Population Survey (2000) • Bureau of Labor Statistics (2002)

24. 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)

25. The Effect? • This would (and some argue has) lower the price of an educated worker (Cappelli, 2008) • Downward occupational mobility

26. 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;

27. 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

28. The Real Labor Opportunity Middle Skill Occupations

29. Fastest Growing Jobs - 2016

30. Real employment opportunities: 45% growth in Middle Skill Occupations (164 Million Workers by 2016)

31. Changes in workforce demands

32. Labor Market Skill Distribution - 2016

33. Montana and Middle Skill Occupations

34. Middle Skill Occupations (B.A./B.S. NOT Required) Occupation Air Traffic Controller Storage and distribution manager Transportation manager Non-retail sales manager Forest fire fighting/prevention supervisor Municipal fire fighting/prevention supervisor Real estate broker Elevator installers and repairer Dental hygienist Immigration and Customs inspector Commercial pilot Salary 102,300 66,600 66,600 59,300 58,920 58,902 58,720 58,710 58,350 53,990 53,870 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)

35. What Employers Really Need

36. What are Employers not Getting?

37. 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)

38. 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

39. 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

40. FINDING SOLUTIONS TO THE REAL PROBLEMS OF WORKFORCE DEVELOPMENT AND EDUCATION REFORM WHAT DO WE KNOW ABOUT CTE?

41. 81% of dropouts said “real world learning” may have influenced them to stay in school Bridgeland, et al - Gates Foundation Report, 2005

42. CTE and School Engagement

43. CTE 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

44. CTE & 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)

45. CTE & 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)

46. 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 . . .

47. One Solution to the Real Problems of Education Programs of Study

48. A cluster or pathway approach to solving the “problem” of high school Strategy 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

49. 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;

50. Programs 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;