Getting the full value out of CTE Supplies: CTE Works handout to be distributed at the end Copies of PowerPoint???? Business cards Laptop Clicker ACTEAZ Summer Conference July 2016

Bellwork Think for a moment about the outcomes you wish for all students. Please share with your shoulder partner. Be prepared to share Ask folks to share. Likely to get good range of soft skills, perhaps prepared for college, everything our mother wants us to be, etc.

Potential Power of CTE 92% of U.S. high school students take at least one CTE course Less concentrate in CTE but it is still significant U. S. high schools average 8.57 CTE programs Discussion: Does your school look like this? Discuss with a shoulder partner. Does your school look like this? Do you have this percentage of students involved in CTE. How many CTE programs do you have?

CTE Delivery Model This is the CTE Delivery Model. Note the four parts in the inner circle: Classroom instruction, laboratory instruction, career-based experience and leadership development. Do your programs have all four parts. If not, they are not “wringing” all the benefits from the program that they could. Also note integration and community involvement in the outer circle. Discussion: Do your CTE programs look like this?

What we want from our educational system Engagement Achievement Transition Return to bellwork. We’ll guess that most of what you said in terms of desirable educational outcomes can be encapsulated in these areas. Make this connection clear with examples from their bellwork responses.

Student Engagement

Getting Kids Through HS: The First Measure of Engagement Good News Bad News High School Completion = 81% - Highest in 40 Years Racial/Ethnic gap is closing *Graduating class of 2012 Variability among states: 89% in Iowa; 63% in Nevada Hispanics and Blacks trail Whites with graduation rates by 5 and 13 points respectively; boys drop out more than girls Graduation rates have increased considerably especially since 2006. They are now the highest we have seen since the sixties. Stone reports challenges with urban youth, Native Americans, low income youth, young males Source: National Center for Educational Statistics 2015

A state look All students: 76.0% American Indian/Alaska Native: 62% Asian/Pacific Islander: 87% Hispanic: 72% Black (not Hispanic): 74% White (not Hispanic): 85% Alliance for Excellent Education 2012 Arizona graduation rate increased by 5.3% from the class of 2011 to the class of 2012.

CTE’s potential contributions to engagement

On the Rise ASU Morrison Institute for Public Policy CTE participation has a positive effect on students’ academic engagement as measured by the likelihood of dropping out and absenteeism. Tucson Unified – 20 – 60% Mesa – 79% Involvement in CTE reduces the likelihood of dropping out by 20 to 60% in Tucson Unified and 79% in Mesa. Students in CTE are also far less likely to be absent from school. Data from four years were analyzed. Taking two or more CTE courses is the key. 81% of dropouts said real world learning may have influenced them to stay in school. 31% of college students leave with zero credits.

Staying Power Ratio of 1 academic: 2 CTE courses is optimal 98% of AZ 2014-2015 concentrators completed high school vs. 76% of all other AZ high school students Nationally, 90.18% of CTE concentrators graduate as opposed to 80.0 % of all freshmen State stats are from the Arizona CTE Data Snap-Shot. These “snap shots” are produced by ADE every year. National stats come from a recent edition of Techniques Magazine and are OVAE data.

Wow! Slide courtesy of Jim Stone, National Center for Research in CTE From Dr. Jim Stone: National Center for Research in Career and Technical Education, 2012.

Discussion Why do kids that are immersed in CTE programs come to school regularly and graduate on time? Turn to your should partner and share Be prepared to share with the group

Achievement Brace yourself. It’s not all good news.

No significant change over time No significant change over time. Data compiled from NAEP by Jim Stone of National Center for Research in CTE

No significant change over time

No significant change over time. 75% of High School students passed AIMS Reading 70% of High School students passed AIMS Math 72% of High School students passed AIMS Writing The U.S has fallen from 1st to 13th in high school graduation rates globally From 1984 to 2004 on average we have added 7 academic credits for graduation and NAEP reading scores have declined from 79% at or above modal score to 70%. High school graduation requirements for science have doubled and NAEP science scores have declined. High school graduation requirement for math have doubled and math achievement has remained flat. Nearly 30% of high school graduates require some remediation.

CTE Contributions to Achievement

Western Interstate Commission for Higher Education Data reported in “Knocking at the College Door, Projections for High School Graduates. Western Interstate Commission for Higher Education with support from ACTE

Impact of Career/Technical Courses that Integrate Academics Jo Kister, High Schools That Work (HSTW) % Equals Students Who Met HSTW Performance Goals Source: 2000 HSTW Assessment

Share with your shoulder partner Be prepared to share with the group Discussion What is it about CTE that improves students’ academic outcomes? Share with your shoulder partner Be prepared to share with the group It is well to keep in mind that this is true despite the fact that CTE is skewed towards students who struggle academically. There are a disproportionate number of special needs students in CTE as well.

Transition

Only 40% of 27-year olds have earned an A.A. degree or higher From Pathways to Prosperity

CTE’s Potential Contributions to Transition

Courtesy of Jim Stone, National Center for Research in CTE

Transition “According to data from the National Center for Education Statistics, the majority of CTE students in high school continue on to postsecondary education, and those who join the workforce outright or work to supplement their incomes as they pursue further education are often in a better financial situation than high school graduates who did not pursue CTE.” Techniques Magazine, February 2014

CTE Sends Students on to Postsecondary Education 78% of CTE concentrators enroll in postsecondary education, full time, within two years of graduation About one third of all dual enrollment credits—about 600,000 in all—are eared in CTE courses Students in postsecondary CTE programs are more likely to be employed within five years than those in an academic field of study Source: Careertech.org

Credential Acquisition OK. So non-CTE students may get baccalaureate and graduate degrees in higher numbers, but CTE students currently get certificates and AA degrees in higher numbers. For a long time, this has been our goal, so congratulations! NAVE, 2004

The paradigm is shifting

College for all? 68% start college Only 40% complete college 53% of grads are unemployed or underemployed Student loan debt now exceeds auto loans, credit card balances and home-equity loan debt … $1.3 trillion Wyman, Nicholas. Why We Desperately Need to Bring Back Vocational Training In Schools. Forbes. http://www.forbes.com/sites/nicholaswyman/2015/09/01/why-we-desperately-need-to-bring-back-vocational-training-in-schools/ 37% of college grads are currently employed doing work for which on a high school diploma is required. Bureau of Labor Statistics, 2015

TIME Magazine “Millennials make less money, are more likely to live in poverty and have lower rates of employment than their parents did at their ages 20 and 30 years ago.” http://www.epi.org/publication/ib339-us-poverty-higher-safety-net-weaker/

Share with your shoulder partner Be prepared to share with the group Discussion Any surprises or insights? Share with your shoulder partner Be prepared to share with the group

Work-Based Learning Positive correlations with graduation, academic achievement and career success. 26.1% of young people who could recall no contact with employers while at school went on to be come NEET(Not in Employment, Education or Training). Reduced to 4.3% for those in work-based learning. Dr. Anthony Mann, Education and Employers (2013) Reference for Anthony Mann article: http://www.educationandemployers.org/media/15052/its_who_you_meet_final_report.pdf

CTSOs Involvement in CTSOs (CTE Student Organizations) increases academic achievement, career self efficacy and employability skills. National Center for Research in CTE

Community Involvement Advisory Councils CTSO judges Guest speakers Mentors CTSO team trainers

The new (and not so new) challenge: children living in poverty

The Social mobility escalator is broken For the first time in 50 years, a majority of U.S. public school students come from low income families. CTE can fix the “mobility escalator” The Washington Post: The Majority of U.S. Public School Students Live in Poverty. http://www.washingtonpost.com/local/education/majority-of-us-public-school-students-are-in-poverty/2015/01/15/df7171d0-9ce9-11e4-a7ee-526210d665b4_story.html

Facts about children in poverty Children living in poverty have a higher number of absenteeism or leave school all together because they are more likely to have to work or care for family members. Dropout rates of 16 to 24-years-old students who come from low income families are seven times more likely to drop out than those from families with higher incomes. Dosomething.org http://www.epi.org/publication/ib339-us-poverty-higher-safety-net-weaker/

Poverty matters Poverty really matters “CTE is the Rx” CTE

So, what is stopping us? What institutional obstacles prevent students from accessing CTE and completing CTE programs? What are we doing to overcome these obstacles? Turn to your should partner and share. Be prepared to share with the group. Increased graduation requirements Not allowing students to complete a sequence

CTE Delivery Model This is the CTE Delivery Model. Note the four parts in the inner circle: Classroom instruction, laboratory instruction, career-based experience and leadership development. Do your programs have all four parts. If not, they are not “wringing” all the benefits from the program that they could. Also note integration and community involvement in the outer circle. Discussion: Do your CTE programs look like this?

Azcteleads.org

Worth Reading Pathways to Prosperity (Harvard) Learning for Jobs (OECD, 2010) Five Ways that Pay Along the Way to a B.A. Carnevale, et al., 9.18.12, Center on Education and the Workforce) 21st Century Career and Technical Education Pathways On the Rise (Morrison Institute for Public Policy) Knocking at the College Door (WICHE. December 2012) Toward a Model of Career-Technical Education (Phi Delta Kappan, September 2013)

Need more information? For more CTE research visit: The CTE Research Clearinghouse at http://www.acteonline.org/clearinghouse.aspx The National Research Center for CTE at www.nrccte.org Association for Career and Technical Education www.acteonline.org