GREGG BETHEIL Senior Executive for Career & Technical Education Office of Portfolio Development

1. GREGG BETHEIL Senior Executive for Career & Technical Education Office of Portfolio Development NYC Department of Education gbetheil@schools.nyc.gov SUE FINE Executive Director Urban Assembly

2. New York City – Facts & Figures • Offering Good Options to NYC Students. Through our Children First school reforms, we have worked to create a portfolio of high-quality options that meet the needs of New York City’s students and families. We have created: • New small schools • Multiple pathway options for over-age and under-credited students • Strong small learning communities • Charter schools • Career & Technical Education (CTE) schools and programs • 284 CTE Programsof Study across 114 schools, including: • 26 CTE-Designated Schools • 71 State Approved CTE Programs of Study • 14 Career Clusters represented. Most highly represented include: • Business Management & Administration • Information Technology • Arts/Audio Visual/Technology & Communications • Health Science • Architecture & Construction • Hospitality & Tourism • Law & Public Safety

3. Comparison of Student Body Composition Percentage of Students Percentage of Students Percentage of Students Percentage of Students Percentage of Students Percentage of Students Preliminary Analysis of Comparative CTE Performance Wide disparities exist within the CTE portfolio in both population and performance • CTE schools serve above-average concentrations of males, minorities and SPED students, and are comparable to the system at-large in terms of incoming test scores and age at entry • Controlling for population differences through a regression model, CTE schools, on average, perform roughly equal with their predicted four-year graduation rate • Mirroring a citywide challenge, CTE schools – even those who over-perform in terms of graduation rate –struggle to help students achieve post-secondary readiness, especially those who enter below a low-level 2

4. Recommendations – Mayoral Task Force on CTE Innovation • Meet 21st Century Standards. Prepare NYC students to meet academic and industry-based standards and competencies through rigorous and relevant coursework, supported by strong public-private partnerships. • Expand Paths to Graduation. Create and support career pathways that integrate coursework, work-based learning experiences and hands-on experiences so that students develop competencies, skills and attitudes for success beyond high school in the workforce. • Engage and Empower Industry Leadership. Reach beyond the educational sphere and develop a coherent structure for engaging, organizing and accounting for industry support to ensure the continued relevancy of CTE programs, and build pipelines of skilled workers into sector labor markets. • Prepare Graduates for Post-Secondary Success. Prepare more NYC students for post-secondary and post-scholastic work and training options, including a particular emphasis on integration and articulation with post-secondary degree options. • Increase Opportunity and Access. Equip students and families to make informed choices about education and work and ensure that all students have access to desirable options.

5. Next Generation Career & Technical Education in NYC • Description Initiative Concept • Implement the recommendations of Mayor Bloomberg’s Task Force on CTE Innovation. • Redesign CTE to ensure it is a desirable, rigorous, respected, and accessible option for all high school students. CTE should create pathways to student success in the workplace, in associate’s programs, and in four-year college, both now and as industries evolve. • Create 3 exemplary CTE Demonstration Schools beginning in Fall 2009 • Improve effectiveness of the 284 existing CTE programs citywide and increase student access to these programs • Support CTE innovation by tailoring and aligning City and State policy and operations, to achieve desired outcomes • Engage and align with industry and post-secondary institutions 2008-09 Goals &Priorities Possible Challenges • Overcoming tradition and negative stigma of vocational education • Securing State policy waivers in seat-time and assessment • Developing rigorous, State approved alternative assessments • Uneven performance of and limited/unequal access to existing CTE schools • Industry engagement in current economic environment