Grade Card: How is Ag Ed Doing in Making High Schools That Work Ann Benson

1. ACTE-AgEd Grade Card: How is Ag Ed Doing in Making High Schools That Work?Ann Benson

2. ACTE-AgEd Thanks for all that you are doing! I bring you greetings from Dr. Gene Bottoms, Sr. Vice President of the Southern Regional Education Board, High Schools That Work. HSTW is a consortium of 32 states, including 1,000 high schools and 200 middle schools from all across the U.S. Our goal is that of improving the quality of high schools with emphasis on raising the academic achievement of high school students. The data presented in my presentation comes from the administering of a NAEP test last spring to over 60,000 students in the HSTW states. In addition to the academic achievement part of the student tests, both teachers and students were asked a battery of questions about their education experiences in high school to indicated their study practices, expectations, influence of counseling, etc. Thanks for what you are doing, as AgEd has served as not just a model to the CTE community but to education in general. AgEd has the history of leadership and tradition to build on, but now, AgEd has challenges that need to be met.I bring you greetings from Dr. Gene Bottoms, Sr. Vice President of the Southern Regional Education Board, High Schools That Work. HSTW is a consortium of 32 states, including 1,000 high schools and 200 middle schools from all across the U.S. Our goal is that of improving the quality of high schools with emphasis on raising the academic achievement of high school students. The data presented in my presentation comes from the administering of a NAEP test last spring to over 60,000 students in the HSTW states. In addition to the academic achievement part of the student tests, both teachers and students were asked a battery of questions about their education experiences in high school to indicated their study practices, expectations, influence of counseling, etc. Thanks for what you are doing, as AgEd has served as not just a model to the CTE community but to education in general. AgEd has the history of leadership and tradition to build on, but now, AgEd has challenges that need to be met.

3. ACTE-AgEd HSTW States Nebraska is our newest state, joining the consortium this fall.Nebraska is our newest state, joining the consortium this fall.

4. ACTE-AgEd Questions to Ponder High Schools are in a period of transition. How are we doing in helping our students improve their academic skills? What can we in Ag Ed do to improve the academic achievement of high school students? Now what? Some people even wonder about the future of the public high school as we know it. Threats of funding, especially for those programs/courses regarded as non-required courses, are challenges to us to show their value. If we are to preserve opportunities for students to take CTE/AgEd in their high school curriculum, we must know how we are doing and be prepared to make changes to accommodate the challenges.Some people even wonder about the future of the public high school as we know it. Threats of funding, especially for those programs/courses regarded as non-required courses, are challenges to us to show their value. If we are to preserve opportunities for students to take CTE/AgEd in their high school curriculum, we must know how we are doing and be prepared to make changes to accommodate the challenges.

5. ACTE-AgEd 2004 HSTW CTE Students: Distributions by Concentration Last spring, 60,000 senior students took a NAEP test to determine how well they are doing in reading/language arts, math and science. Of those who indicated a CTE concentration, over 2,500 said they had taken an Ag Ed concentration. Remember, these students were from the 31 member states (does not include Nebraska). The following slides show data that is meant to provide the evidence of how ag students are doing or not doing compared to their CTE counterparts. Remember that HSTW is a data driven organization to establish an environment of high expectations. ____________________________________________________ Explanation of vocational majors Agriculture Business: General business finance hospitality/travel/tourism marketing/sales/services IT: Information technology Family: family and consumer science Trade & Ind: industrial and manufacturing-related occupations transportation-related occupations home and commercial repair-related occupation cosmetology/barbering/personal services construction trades and related occupation Health: health-science occupation Tech: Electricity and electronics drafting and design technology and engineering Art: Art, A/V technology and communication Other: Community protection and public service education and training Other career and technical concentration Last spring, 60,000 senior students took a NAEP test to determine how well they are doing in reading/language arts, math and science. Of those who indicated a CTE concentration, over 2,500 said they had taken an Ag Ed concentration. Remember, these students were from the 31 member states (does not include Nebraska). The following slides show data that is meant to provide the evidence of how ag students are doing or not doing compared to their CTE counterparts. Remember that HSTW is a data driven organization to establish an environment of high expectations. ____________________________________________________ Explanation of vocational majors Agriculture Business: General business finance hospitality/travel/tourism marketing/sales/services IT: Information technology Family: family and consumer science Trade & Ind: industrial and manufacturing-related occupations transportation-related occupations home and commercial repair-related occupation cosmetology/barbering/personal services construction trades and related occupation Health: health-science occupation Tech: Electricity and electronics drafting and design technology and engineering Art: Art, A/V technology and communication Other: Community protection and public service education and training Other career and technical concentration

6. ACTE-AgEd 2004 HSTW CTE Students: Percentage Meeting Reading Performance Goal-279 Only 46% of ag students met the reading goal set by High Schools That Work. Our goal is 279, out of a possible 500. You can see how ag students did compared with other CTE students. According to the data, 45% of ag students say that they seldom or never placed importance on writing in their ag classes.Only 46% of ag students met the reading goal set by High Schools That Work. Our goal is 279, out of a possible 500. You can see how ag students did compared with other CTE students. According to the data, 45% of ag students say that they seldom or never placed importance on writing in their ag classes.

7. ACTE-AgEd 2004 HSTW CTE Students: Percentage Meeting Mathematics Performance Goal-297 The goal for math is 297. Only 53% of ag students met the goal. According to ag students, 40% say answered �seldom� or �never� when asked if their ag classes placed importance on math.The goal for math is 297. Only 53% of ag students met the goal. According to ag students, 40% say answered �seldom� or �never� when asked if their ag classes placed importance on math.

8. ACTE-AgEd 2004 HSTW CTE Students: Percentage Meeting Science Performance Goal-299 The goal for science is 299, although only 46% of ag students met the goal. This is particularly important because of the underlying concepts of science inherent in the ag curriculum. For years, we in ag have talked about the need for ag students to get science credit for taking ag courses, yet this data shows that science is apparently being stressed in all programs. We need to ask ourselves if we are doing all that we can to connect to the science curriculum and/or state science standards.The goal for science is 299, although only 46% of ag students met the goal. This is particularly important because of the underlying concepts of science inherent in the ag curriculum. For years, we in ag have talked about the need for ag students to get science credit for taking ag courses, yet this data shows that science is apparently being stressed in all programs. We need to ask ourselves if we are doing all that we can to connect to the science curriculum and/or state science standards.

9. ACTE-AgEd 2004 HSTW CTE Students: Percentage Meeting No Curriculum Goal This slide speaks for itself � of the ag students who took the NAEP test, 39% didn�t meet any of the academic goals set by HSTW.This slide speaks for itself � of the ag students who took the NAEP test, 39% didn�t meet any of the academic goals set by HSTW.

10. ACTE-AgEd 2004 HSTW CTE Students: Percentage Having Intensive High Expectation Experiences According to ag students, 88% had less than one hour of homework per day. Some indicators of this: Intensive level (4 of 5): Teachers state amount and quality of work for an A or a B (often) Revise written work (often) Work hard to meet high standards (often) Teachers are available for extra help (frequently) One or more hours of homework (daily)According to ag students, 88% had less than one hour of homework per day. Some indicators of this: Intensive level (4 of 5): Teachers state amount and quality of work for an A or a B (often) Revise written work (often) Work hard to meet high standards (often) Teachers are available for extra help (frequently) One or more hours of homework (daily)

11. ACTE-AgEd 2004 HSTW CTE Students: Percentage Having Intensive Quality Career Studies Experiences According to ag students, 28% answered �seldom� or �never� when asked if their ag courses have been exciting and challenging. Only 35% said it is very important to take a lot of college prep courses.According to ag students, 28% answered �seldom� or �never� when asked if their ag courses have been exciting and challenging. Only 35% said it is very important to take a lot of college prep courses.

12. ACTE-AgEd 2004 HSTW CTE Students: Percentage Having Intensive Science Experiences Some examples of questions/indicators that related to this: Use science equipment to do science activities in the classroom (monthly) Worked with one or more students in class on science work (monthly) Prepared a written report on a science project (monthly) Read an assigned book or article dealing with science (monthly) Some examples of questions/indicators that related to this: Use science equipment to do science activities in the classroom (monthly) Worked with one or more students in class on science work (monthly) Prepared a written report on a science project (monthly) Read an assigned book or article dealing with science (monthly)

13. ACTE-AgEd 2004 HSTW CTE Students: Percentage Having Intensive Work-based Learning Experiences This is a distressing piece of information, as we have always talked about the importance of the SAE aspects of the ag program through membership in the FFA. Are we doing all we can to show that these experiences have something to do with real world work experiences?This is a distressing piece of information, as we have always talked about the importance of the SAE aspects of the ag program through membership in the FFA. Are we doing all we can to show that these experiences have something to do with real world work experiences?

14. ACTE-AgEd Okay, Now What?Some Recommendations. . . . . Link AgEd instruction to a career theme. Strengthen the senior year Help administration/school boards break down the large dysfunctional high schools We must link what we teach to what lies ahead (in terms of occupations) for our students. If not, then those who would say that AgEd is a career exploration course win the battle. The research shows that students perform at higher levels if they see the real-life relevance of instruction. Students need options. The senior year has been a wasted year for huge numbers of our students. The result shows that upwards from 28% of all students entering college have to take one or more remedial courses such as English or math. The research shows that when college students take even one remedial course, they are 50% less likely to ever graduate. We believe that high school juniors should take a developmental exam to determine their college readiness, then use their senior year to become ready. If the test shows they are ready, then early-college courses and other rigorous courses should be provided. Strategies such as Smaller Learning Communities can help increase high school success as students are organized into career strands. The many occupations included in the agriculture cluster lend themselves to organization into SLCs.We must link what we teach to what lies ahead (in terms of occupations) for our students. If not, then those who would say that AgEd is a career exploration course win the battle. The research shows that students perform at higher levels if they see the real-life relevance of instruction. Students need options. The senior year has been a wasted year for huge numbers of our students. The result shows that upwards from 28% of all students entering college have to take one or more remedial courses such as English or math. The research shows that when college students take even one remedial course, they are 50% less likely to ever graduate. We believe that high school juniors should take a developmental exam to determine their college readiness, then use their senior year to become ready. If the test shows they are ready, then early-college courses and other rigorous courses should be provided. Strategies such as Smaller Learning Communities can help increase high school success as students are organized into career strands. The many occupations included in the agriculture cluster lend themselves to organization into SLCs.

15. ACTE-AgEd More Recommendations. . . Help reduce the drop-out of students (Don�t forget the young men in your programs) Link instruction to postsecondary education Make the Ag Ed programs more intellectually demanding-Help students think �ahead� There are schools in this country with drop-out rates that exceed 50% when looking at incoming 9th graders who graduate four years later. I recently heard of a school in the south with a drop-out rate of over 75%. THIS IS UNACCEPTABLE!!! In particular, we have emphasized the importance of bringing young women into our programs, and while working on that strategy we have forgotten about the strengths of the young men. The drop-outs of young men is huge, and the involvement of ag students in activities can be the catalyst for keeping these kids in school. There are lots of models available to help link high school instruction to postsecondary instruction. Again, this can give more meaning to the program. I�ve been working with the College and Career Transition Initiative, and one of its purposes is to provide better links from the high school to college. I know many of your national leaders have been concerned about these relationships and how to develop further. Let me know if you want to talk about this more. When only 35% of ag students said it is very important to take a lot of college prep courses, that said they are not focusing on what lies ahead. 41% said they or their parents received little or no help in planning for college and careers.There are schools in this country with drop-out rates that exceed 50% when looking at incoming 9th graders who graduate four years later. I recently heard of a school in the south with a drop-out rate of over 75%. THIS IS UNACCEPTABLE!!! In particular, we have emphasized the importance of bringing young women into our programs, and while working on that strategy we have forgotten about the strengths of the young men. The drop-outs of young men is huge, and the involvement of ag students in activities can be the catalyst for keeping these kids in school. There are lots of models available to help link high school instruction to postsecondary instruction. Again, this can give more meaning to the program. I�ve been working with the College and Career Transition Initiative, and one of its purposes is to provide better links from the high school to college. I know many of your national leaders have been concerned about these relationships and how to develop further. Let me know if you want to talk about this more. When only 35% of ag students said it is very important to take a lot of college prep courses, that said they are not focusing on what lies ahead. 41% said they or their parents received little or no help in planning for college and careers.

16. ACTE-AgEd And finally. . . . . . . . . . . . Ag Ed instructors need to reach out to their academic counterparts. Worry about issues of leadership Remember your strengths I�ve observed great relationships between ag teachers and their academic counterparts, particularly in science in Nebraska, Idaho and Illinois this summer. I�m sure there are others. But again, the data in the earlier slides showed that our students in Ag courses are not reaching their potential with regard to academics. Ask yourself, what can we do? Reminder of what a great job you do in teaching leadership skills through the FFA. What are you doing about leadership among the adults of your community? Ultimately, they can be your biggest supporters if they are educated on the value of your programs. There is a reason that AgEd and FFA have commanded such a high level of respect across the country. Use your strengths to build, and use the information presented as your �worry� points in better preparing students for the future. I�ve observed great relationships between ag teachers and their academic counterparts, particularly in science in Nebraska, Idaho and Illinois this summer. I�m sure there are others. But again, the data in the earlier slides showed that our students in Ag courses are not reaching their potential with regard to academics. Ask yourself, what can we do? Reminder of what a great job you do in teaching leadership skills through the FFA. What are you doing about leadership among the adults of your community? Ultimately, they can be your biggest supporters if they are educated on the value of your programs. There is a reason that AgEd and FFA have commanded such a high level of respect across the country. Use your strengths to build, and use the information presented as your �worry� points in better preparing students for the future.

17. NOW WHAT??? It�s up to you to decide what you do with this information. You can spend your time refusing to believe that the data is accurate, but when over 2,500 students in 31 states answered questions that provide this kind of data, it deserves some time within your meetings to discuss. We at High Schools That Work stand ready to assist. At the encouragements of Larry Case and Jay Jackman, we will be having a pre-conference for ag teachers, state staff and teacher educators prior to our national staff development conference in Nashville, July 12-13, 2005. The focus will be on developing strategies to meet the challenges I�ve discussed. I encourage you to send a team of teachers from each state to work on strategies that can be brought home to the other teachers of your states and communities.It�s up to you to decide what you do with this information. You can spend your time refusing to believe that the data is accurate, but when over 2,500 students in 31 states answered questions that provide this kind of data, it deserves some time within your meetings to discuss. We at High Schools That Work stand ready to assist. At the encouragements of Larry Case and Jay Jackman, we will be having a pre-conference for ag teachers, state staff and teacher educators prior to our national staff development conference in Nashville, July 12-13, 2005. The focus will be on developing strategies to meet the challenges I�ve discussed. I encourage you to send a team of teachers from each state to work on strategies that can be brought home to the other teachers of your states and communities.

18. If I can provide you with any assistance, please contact:Ann Benson405-743-2919 office405-880-5383 cellgben@brightok.net Thank you for the invitation to participate in your meeting. Please let me know if I can ever be of assistance.Thank you for the invitation to participate in your meeting. Please let me know if I can ever be of assistance.