1. 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

2. 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.

4. 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?

5. 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?

6. 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.

7. Student Engagement

8. 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 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

9. 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.

10. CTE’s potential contributions to engagement

11. 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.

12. Staying Power Ratio of 1 academic: 2 CTE courses is optimal
98% of AZ concentrators completed high school vs. 76% of all other AZ high school students
Nationally, 90.18% of CTE concentrators graduate as opposed to % 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.

13. 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.

14. 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

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

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

17. No significant change over time

18. 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.

20. CTE Contributions to Achievement

22. 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

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

24. 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.

25. Transition

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

27. CTE’s Potential Contributions to Transition

28. Courtesy of Jim Stone, National Center for Research in CTE

29. 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

30. 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

31. 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

33. The paradigm is shifting

34. 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.
37% of college grads are currently employed doing work for which on a high school diploma is required. Bureau of Labor Statistics, 2015

35. 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.”

36. 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

37. 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:

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

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

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

41. 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.

43. 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

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

45. 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

46. 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?

47. Azcteleads.org

48. 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., , 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)

49. Need more information? For more CTE research visit:
The CTE Research Clearinghouse at
The National Research Center for CTE at
Association for Career and Technical Education