the role of cte in high school reform
DESCRIPTION
The Role of CTE in High School Reform. James R. Stone III Director. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/1.jpg)
The Role of CTE in High School Reform
James R. Stone IIIDirector
![Page 2: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/2.jpg)
![Page 3: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/3.jpg)
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:
![Page 4: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/4.jpg)
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
![Page 5: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/5.jpg)
Labor 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
![Page 6: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/6.jpg)
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).
![Page 7: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/7.jpg)
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.
![Page 8: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/8.jpg)
The Solution
Rigor = MORE
![Page 9: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/9.jpg)
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:
![Page 10: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/10.jpg)
Achievement Flat or Declining in Reading, 17 year olds, NAEP
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996 1999 2004
Scal
e Sc
ore
Source: NAEP 2004 Trends in Academic Progress.
Note: Long-Term Trends NAEP
12.9 Academic
Credits
19 Academic
Credits
![Page 11: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/11.jpg)
NAEP Science Scores 17 Year Olds
305 296 290 283 288 290 294 294 296 295
150175200225250275300325350
Year
Scale Sc
ore
1.5 Science Credits
2.1 Science Credits
3.2 Science Credits
![Page 12: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/12.jpg)
HS Achievement In Math
280285290295300305310315
1986 1990 1992 1994 1996 1999 2004
Scal
e Sc
ore
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
![Page 13: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/13.jpg)
% of 9th Graders who complete High School
68%
Source: One-Third of a Nation (ETS, 2005)
![Page 14: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/14.jpg)
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 59Month of Dropout
9th grade 10th grade 11th grade 12th grade 5th year
Plank, 2005
![Page 15: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/15.jpg)
Transition 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%
![Page 16: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/16.jpg)
Remediation
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).
![Page 17: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/17.jpg)
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)
![Page 18: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/18.jpg)
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
![Page 19: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/19.jpg)
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,"
![Page 20: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/20.jpg)
The Emergent Workplace
![Page 21: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/21.jpg)
Recall the assumptions: the emergent workforce requires:
More emphasis on mathematics, science, engineering and technologyMore emphasis on “college for all”All students need the same 4x4 curriculum
![Page 22: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/22.jpg)
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
![Page 23: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/23.jpg)
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)
![Page 24: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/24.jpg)
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)
![Page 25: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/25.jpg)
The Effect?
This would (and some argue has) lower the price of an educated worker (Cappelli, 2008)Downward occupational mobility
![Page 26: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/26.jpg)
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;
![Page 27: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/27.jpg)
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
![Page 28: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/28.jpg)
The Real Labor Opportunity
Middle Skill Occupations
![Page 29: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/29.jpg)
Fastest Growing Jobs - 2016
![Page 30: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/30.jpg)
Real employment opportunities: 45% growth in Middle Skill Occupations (164 Million Workers by 2016)
![Page 31: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/31.jpg)
Changes in workforce demands
![Page 32: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/32.jpg)
Labor Market Skill Distribution - 2016
![Page 33: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/33.jpg)
Montana and Middle Skill Occupations
![Page 34: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/34.jpg)
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)
![Page 35: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/35.jpg)
What Employers Really Need
![Page 36: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/36.jpg)
What are Employers not Getting?
![Page 37: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/37.jpg)
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)
![Page 38: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/38.jpg)
What are the real school problems?
A high and rising drop out rateStudents who graduate are lacking in basic math and science skillsMost students think they are going to college but do not prepare for it or any other possible future
![Page 39: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/39.jpg)
The real challenges of education reform are:
Engagement – attending school and completing (graduating) high schoolAchievement – academic (and technical) course taking; grades, test scoresTransition – to postsecondary education without the need for remediation; and to the workplace
![Page 40: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/40.jpg)
FINDING SOLUTIONS TO THE REAL PROBLEMS OF
WORKFORCE DEVELOPMENT AND EDUCATION REFORM
WHAT DO WE KNOW ABOUT CTE?
![Page 41: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/41.jpg)
81% of dropouts said “real world learning” may have influenced them to stay in
school
Bridgeland, et al - Gates Foundation Report, 2005
![Page 42: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/42.jpg)
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
Prob
abili
ty o
f dro
pout
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
![Page 43: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/43.jpg)
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
![Page 44: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/44.jpg)
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)
![Page 45: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/45.jpg)
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)
![Page 46: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/46.jpg)
CTE: What do we know?
CTE keeps kids in schoolCTE helps kids focus their PS education plansCTE is an economic benefit to participants and to statesCTE-based structures can affect achievement and transition of youth to college and work, but . . .
![Page 47: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/47.jpg)
PROGRAMS OF STUDY
One Solution to the Real Problems of Education
![Page 48: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/48.jpg)
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
![Page 49: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/49.jpg)
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;
![Page 50: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/50.jpg)
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;
![Page 51: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/51.jpg)
Programs 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
![Page 52: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/52.jpg)
Programs of Study – Element 5
Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.
![Page 53: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/53.jpg)
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)
![Page 54: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/54.jpg)
A Career Development Approach
Fantasy…Growth …Exploration………Establishment
Elementary Middle High WBL/College School School School
![Page 55: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/55.jpg)
![Page 56: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/56.jpg)
How 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
![Page 57: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/57.jpg)
Career Clusters – Program of Studies
![Page 58: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/58.jpg)
New Mexico’s Career Clusters
![Page 59: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/59.jpg)
Career Clusters
Skills and
Abilities
Key Jobs
Middle Skill Occupations: Energy and Power
Energy Competency
Model
• Lineworker, • Plant Operator• Technician• Pipefitter / Pipelayer
![Page 60: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/60.jpg)
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
![Page 61: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/61.jpg)
• Summer Camp• Lego League• Career Choices• Science Fairs• Career Day
Focus Career Exploration
The Education Continuum
Middle School
High School
Technical and Community
College
Military and Second Career
![Page 62: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/62.jpg)
The 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
![Page 63: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/63.jpg)
The 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
![Page 64: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/64.jpg)
The 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
![Page 65: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/65.jpg)
CURRICULUM INTEGRATION
A Second Solution to the Real Problems of Education
![Page 66: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/66.jpg)
Why Focus on technical & academic integration?
CTE provides a math-rich context CTE curriculum/pedagogies do not systematically emphasize academic skill development
![Page 67: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/67.jpg)
Curriculum Integration Approaches
Incorporating more academics into CTEIncorporating more CTE into academicsVertical alignment (articulation)Senior projectsCareer AcademiesCareer Clusters
![Page 68: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/68.jpg)
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 did2. What we found3. What we learned
![Page 69: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/69.jpg)
Key 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 developmentWhat works?
![Page 70: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/70.jpg)
Study Design: Participants
Participants
Experimental CTE teacherMath teacher
Control CTE teacher
Primary Role
Implement the math enhancementsProvide support for the CTE teacher
Teach their regular curriculum
![Page 71: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/71.jpg)
What we tested: Professional Development
CTE-Math Teacher Teams; occupational focus Curriculum mappingScope and SequenceOn going collaboration CTE and math teachers
![Page 72: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/72.jpg)
What we tested: The Pedagogy
1. Introduce the CTE lesson2. Assess students’ math awareness3. Work through the embedded example4. Work through related, contextual examples5. Work through traditional math examples6. Students demonstrate understanding7. Formal assessment
![Page 73: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/73.jpg)
What we found
Students in the experimental classes scored significantly higher on Terra Nova and AccuplacerThe effect: 71st percentile & 67th percentileNo negative effect on technical skills11% of class time devoted to enhanced math lessonsFive core principles emerged
![Page 74: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/74.jpg)
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!
![Page 75: The Role of CTE in High School Reform](https://reader038.vdocuments.us/reader038/viewer/2022102619/5681697c550346895de184e9/html5/thumbnails/75.jpg)
Challenge 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